概念構圖多媒體教學對國中低閱讀理解能力學生社會領域教學成效之研究

Effects of Multimedia Concept Mapping Instruction Based on the Academic Achievement of Junior High Students with Low Reading Comprehension in the Social Studies

10.6684/JRSEAT.201010.2.71

洪榮照(Jung-Chao Hung)；賴芹如(Jin-Ru Lai)

低閱讀理解能力學生 ； 概念構圖多媒體教學法 ； 教學成效 ； 社會領域 ； low reading comprehension ； multimedia concept mapping ； academic achievement ； social studies

特殊教育與輔助科技學報

2期（2010 / 10 / 01）

71 - 97+99

繁體中文

本研究以台中市國中30位低閱讀理解能力學生為研究對象，探討概念構圖多媒體教學對低閱讀理解能力學生社會領域學習成就之影響，採等組前後測設計，隨機分派控實驗組、控制組各15人，實驗組採概念構圖多媒體教學，控制組採一般教學，分別各進行四週計八節課之教學。兩組學生均接受「社會領域成就測驗」前測、後測及追蹤測驗，以前測分數為共變數，對兩組學生進行單因子共變數分析，本研究之結論如下：一、「概念構圖多媒體教學法」能增進低閱讀理解能力學生社會領域教學成效，具有立即與保留成效。二、「概念構圖多媒體教學法」能增進低閱讀理解能力學生社會領域「知識」、「理解」、及「分析」題型之解題能力。

This thesis attempts to investigate the effects of Multimedia Concept Mapping instruction based on the academic achievement of junior high students with low reading comprehension in the social studies and to identify the thoughts of students who participate in this program. The research measure used the pretest-posttest equivalent groups design. The research sample was 30 students with low reading comprehension from Taichung junior high school. The students are randomly divided into two groups, the experimental group and the control group. Then the two groups took the pretest, posttest, and tracing test. All the test data and evidences were analyzed, with the pretest used as covariance, and were utilized ANCOV A for analyzing the comprehension of the sample. The conclusion of the research was as follows: 1. Multimedia Concept Mapping can promote both the immediate and the reserved academic achievements of junior high students with low reading comprehension in the social studies. 2. Multimedia Concept Mapping can promote the problem solving ability of the junior high students with low reading comprehension on the different types of the tests on social studies, including the assessments on ＂knowledge＂, ＂comprehension＂, and ＂analysis＂.