增進幼兒繪本故事閱讀理解之探究—心智繪圖教學之應用

A study of enhancing children's reading comprehension of picture books: an application of mind mapping

本研究旨在探討心智繪圖法教學對幼兒繪本故事閱讀理解之影響。研究者以心智繪圖做為幼兒的學習工具，將故事分為：主角、情境、主要事情經過、結局四個部分來繪製心智繪圖。 本研究對象為六位彼此熟識的幼兒，並採異質性分為兩組。每組幼兒各自進行十一堂課，其中包含二堂前測，六堂心智繪圖教學課程，以及兩堂不介入心智繪圖教學，和一堂測試心智繪圖的保留效果。研究者將觀察和訪談的逐字稿資料，及心智繪圖文件，加以歸納和分析。本研究結果如下：心智繪圖法實踐了有意義的閱讀歷程，適合做為幼兒繪本故事閱讀的學習工具、心智繪圖法能提升各階段不同能力之幼兒的閱讀理解成效並具有保留效果、幼兒可以自行使用心智繪圖幫助自己在繪本故事上的學習。

The purpose of this study was to examine the effects of mind mapping instruction on children's reading comprehension of picture books. The researcher used mind mapping as one of children's learning techniques and utilized story grammar to facilitate children's acquisition of the crucial information in picture books. In addition, the researcher drew mind mapping by decomposing every story into four parts, including the main characters, settings, events, and consequences. This study adopted a qualitative method complemented with quantified data to undertake triangulation research. The participants of this study were six young children who were familiar with each other, comprising one second-grade pupil, two kindergartners, two preschoolers, and one three-year-old child. These six children were assigned into two groups randomly. Eleven courses were offered to each group by the researcher, including six classes of mind mapping training. The data obtained from the in-class observations, children's mind mapping works, and both children's and parents' interviews were analyzed for information to enhance children's learning and to improve teaching. Moreover, the results of free-recall tests and reading comprehension tests with ten open questions conducted by the researcher were examined to understand the difference between pretest and posttest. As indicated by the results of this study, (1) mind mapping helps young children make a meaningful reading progress and would be an appropriate learning approach to children's reading through picture books; (2) mind mapping improves reading comprehension of young children of various levels of intelligence in different developing stages; (3) children can utilize mind mapping to help themselves read picture books.