將心智地圖運用在作文活動上－以非日語相關科系的初級學習者為研究對象

Applying Mind Maps to Writing Activities for Non-Japanese Major Elementary Learners

本研究以提升非日語相關科系的學習者書寫日文作文之能力為目的。非日語相關科系的學習者雖然接觸日語的時間較少，但將目前所學習到的內容寫成文章，藉由書寫文章「客觀地、明確地內化語言知識（佐治1976：191）」是有可能的。因此，本研究運用擴展想法的方式之一、心智地圖於非日語相關科系的初級學習者之日文作文活動中，比較導入心智地圖前後學習者所寫的作文，來探討心智地圓的有效性。筆者依據作文的「內容」、「結構」、「語言表達」三項評斷標準來分析30名學習者所寫的計60篇作文。結果發現：心智地圖實施後，在30名學習者中有20名學習者所寫的作文其評價是提升的，占了整體的三分之二，其提升類型分成5種。相較於此結果，另一部份的作文其所獲得的評價卻不見提升，未提升類型分類成4種。由以上的結果得知，心智地圖運用於作文教育有一定的效果且有其可行性。未來將其方法及實行的細節讓學習者充分瞭解，並改善導入方式等因素，以提升心智地圖在作文上的效益。

This study focuses on the improvement of Japanese writing ability of non-majoring Japanese learners. Although their exposure to Japanese is limited, it is possible to teach beginning/elementary level non-major learners of Japanese to write composition based on what they have learned to strengthen language internalization (Saji.K 1976: 191). Therefore, this study introduces and discusses the effectiveness of mind maps in writing activities, comparing student ability before and after mind map use. The author analyzes 60 compositions produced by 30 students based on content, structure, and language expression. The results show that two-thirds (20 students) improved in writing ability after conducting the mind map. These improvement types are classified into five distinct patterns. The remaining one-third non-improvement types were classified into four patterns. According to the results, applying mind maps in writing activities is both effective and possible. Future considerations concerning methods for introducing mind maps and instructions for application to writing activities are needed to improve effectiveness of mind map use in writing activities.