九年一貫綜合活動領域實施概念構圖教學之成效研究

The Effects of Applying Concept-Mapping into Integrated Activity Curriculum of Grade1-9

綜合活動領域以¬「活動」進行教學，期能提供反思訊息、擴展學習經驗、推動整體關聯、鼓勵多元自主，以達生活實踐、體驗意義、個別發展、學習統整之目標。為了活動課程能促進有意義的學習，本研究發展綜合活動概念構圖教學方案，並採實驗教學驗證其成效。本研究以七年級學生為對象，安排兩班實驗組(閱讀概念圖組，34人、繪圖概念圖組，35人)與一般對照組(一班教學策略組，34人)，進行八個單元的實驗教學。研究結果：繪製概念圖組有較佳的綜合活動學業成就；學生的認知結構因繪製概念圖策略而有顯著差異；學生對概念構圖策略正向的知覺滿意度。然在問題解決方面，實驗組與對照組未有顯著差異。文末提出建議，以供日後綜合活動教學之參考。

Teachers are expected to teach by applying activities in integrated activity curriculum in order to provide reflective information, expand learning experiences, motivate whole connections, and to encourge students to be independent. Thus students will be able to approach the goals of practicing, experiencing, developing, and overall-learning. For promoting meaningful learning, the purposes of this study were to develop the program of applying concept-mapping instruction in integrated activity curriculum at junior high school level, and the results is displayed within an experiment conducted over eight units to evaluate the effects of this program. The 103 subjects if this study were the 7th grade students of a high school who were sampled and divided into three groups. There were two experimental groups that were concept map reading group(34 students) and concept-mapping construction group(35 students); the other was the control group(34 students). The major findings were as followings: (1) The concept-mapping construction group obtained higher scores than the control group in integrated activity curriculum learning units achievement tests. (2) Cognitive structures of the concept-mapping onstruction group students were changed due to the concept-mapping strategies. (3) Students of experimental groups demonstrated the positive reaction to concept-mapping instruction. But there was no significant difference between experimental groups and control group in problem solving ablities. The result would be suggestive for the reference of future teaching strategies.