英文摘要 |
This paper attempted to explore the teaching of concept mapping for the gifted,formulate the teaching model, and analyze the effect after the implementation. In the firststep of our analysis, we examined the learning characteristics and thinking process ofthe gifted students, formation of concept, and students’ learning with concept mapping.Throughout the basic biology course taken by 10th graders examined by experts inactual classroom setting, we then used concept maps as part of instruction to explorethe teaching procedure and methods, instructional strategies, media, and assessmenttechniques. After the use of concept maps in teaching, the gifted students demonstratedimproved higher order thinking skills and emotional attitudes. An e-learning platformwas also built during the courses, not only allowing the students to evaluate each other’swork and share resources, but also offering the teachers an opportunity to reflect ontheir teaching and examine their role in instruction. The paper concluded with someimplications for education and future researches. |