為提升思考力之作文教育實踐──心智地圖在決定作文題目上的應用

Writing education for improving thinking ability: Using mind maps for deciding writing titles

近年來日語作文教育多強調溝通交流之重要性，以協同學習為主之研究成果極為豐碩。然「表述內容」在表達自我以求達到相互理解的過程中亦是重要的。學習者常會因不知如何具體且深刻的描述作文主題而對於寫作感覺困難，甚至出現負面情緒。本研究試圖在課堂中透過心智地圖法幫助學習者進行思路的開啟與彙整，並藉此觀察學習者在作文意識上所產生之變化。考察結果可總結如以下四點。□觀察學習者所自訂之題目發現：期初多為贊否兩極的題目，到學期中後期逐漸出現論點較為明確、且具備積極建言的題目。□進入後期，題目所呈現之話題內容較多元豐富，藉由分類可掌握年輕學子的意識型態。□學習者的作文意識調查中評價最高項目為「文章化過程」，而在「學習成效」知自我評價上亦得到正面的回饋。□在調查內容各大類別之相關分析方面，本研究之重點「教室活動」項目與「文章化過程」及「情感面」的結果呈現完全正相關，這說明瞭心智地圖法在協助學習者行文及寫作時的情感面上具有正面的助益。

In recent years, emphasis in Japanese writing education has been placed mostly on the importance of communication, with much research results in collaborative learning. Yet, content expression is also important in the process of expressing oneself in pursuit of mutual understanding. Not knowing how to concisely and profoundly describe writing subject, learners in turn often find writing difficult and even feel negative emotions. The study uses mind mapping in class to help learners generate and sort out thoughts, and observes changes in their writing awareness.Study results can be summarized as follows: 1. In observing learners' writing titles, the following was found: in the beginning, titles were mostly bipolar in satisfactoriness, but by mid-semester, titles with clearer points and constructive proposals gradually emerged. 2. By late semester, title contents were more diverse, and with categorization, it was possible to grasp young learners' awareness patterns. 3. The most highly assessed variable in the learners 'writing awareness survey was ”writing process,” and self-assessment of ”learning effect” also retrieved positive feedback 4. In related analysis, the study's focus of ”classroom activity” positively correlated with ”writing process” and ”emotions,” indicating a positive effect of mind maps on learners' emotions in the process of writing.