概念構圖寫作行動方案：以越南籍新住民子女為例

Infusing Concept Mapping into Writing Instruction: Taking Children of New Vietnamese Immigrants as an Example

有鑑於新住民子女因語言、文化不利的因素，使新住民子女存在學習的弱勢，本研究以概念構圖教學方法教導越南籍新住民子女運用於寫作教學。本研究的研究問題有二：一、融入概念構圖之新住民寫作教學可行方案為何？二、概念構圖運用於新住民子女寫作教學成效如何？研究對象為二位三年級新住民子女，資料來源包括學生作業、學生訪談、家長訪談及教師訪談等。研究結果顯示，實施「準備」、「練習」、「成果」、「發展」等四階段的教學步驟，對新住民子女寫作的內容、組織及技巧均有顯著的進步，新住民子女、教師及家長均肯定概念構圖對寫作的正向影響。本文期望對國小實施新住民子女國語文寫作教學有所助益。

The purpose of this study was to examine the effects of concept mapping on the writing instruction, particularly on the writing abilities of children of new immigrants. Two third graders, whose mothers are new immigrants, participated in this study. The class observed journals, writing articles, interview and concept map were used in this study for data collection and analysis. The research findings showed that using four steps of the concept mapping teaching including prepare, practice, achievement, and development can enhance writing abilities of these students. Their writing abilities on content, organization, and basic skills were improved. All the students, parents, and teachers agreed with the positive influence of immersing concept mapping into writing instruction. Based on the results stated above, this research is helpful to the practical education for children of new immigrants.