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研究生: 陳得和
Te-Ho Chen
論文名稱: 運用概念圖輔助學生電腦概念學習之行動研究
Concept Maps as a Tool for Learning Computer Concepts:An Action Research Study
指導教授: 吳正己
Wu, Cheng-Chih
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2004
畢業學年度: 92
語文別: 中文
論文頁數: 78
中文關鍵詞: 概念圖行動研究電腦概念
英文關鍵詞: Concept Maps, Action Research, Computer Concepts
論文種類: 學術論文
相關次數: 點閱:134下載:202
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  • 為解決在電腦課程中學生只是記住零碎的知識,課後無法有效複習的情形,研究者嘗試使用概念圖於教學,希望學生能對學習的單元能有整體概念,並於課後能確實複習,最後更希望能促成研究者在教學上的成長。研究採行動研究法,以高商資料處理科一年級的三個班級為實施對象。實施過程分為概念圖繪製訓練及概念圖應用兩階段,共實施了計算機概論課程中的6個單元。研究結果發現,課堂上討論概念圖有助於學習氣氛的提昇,課後概念圖作業能達到複習的效果。在概念圖繪製訓練方面,學生需要較長時間來熟悉此工具的使用,且訓練過程中概念圖的展示及討論有助於學生的學習。此外,畫概念圖時學生在尋找重要概念方面較無問題,但對連接詞之選定則較感困難。而教師藉由批閱學生的概念圖較易了解學生學習情形,但卻較一般作業的批改更耗費時間。

    This study investigated how concept maps were used in assisting students’ learning of computer concepts. The concept maps were used as a concept organization tool to help students acquire major ideas presented in the class and in the textbooks. The action research method was implemented in order to understand the practical issues involved in using the tool, and to improve the researcher’s own teaching skills and knowledge. Three classes of grade 10 vocational high school students participated in the study. The research was conducted in two stages: the training of students for drawing concept maps, and the using of concept maps in learning concepts. Six units of Data Representation Theory in Introductory Computers course were covered in the learning activities.
    The findings showed that demonstrating and discussing students’ concept maps in class was helpful in improving class atmosphere, and assigning concept map homework for students to review what they learned in class was beneficial. As to the training of drawing concept maps, students felt less difficulty in identifying key concepts (nodes), but had problems in determining proper relationship (links) between the concepts. We also found that training students to draw concept maps required more time than many studies had reported. The researcher considered concept maps an idea tool for assessing students’ learning, but at the expense of more time on grading the homework.

    附表目錄………………………………………………………………III 附圖目錄………………………………………………………………IV 第一章 緒論……………………………………………………………1 第一節 研究背景與動機………………………………………………1 第二節 研究目的………………………………………………………3 第三節 研究範圍………………………………………………………3 第四節 名詞釋義………………………………………………………3 第二章 文獻探討………………………………………………………4 第一節 概念圖的應用…………………………………………………4 第二節 概念圖繪製訓練……………………………………………..10 第三節 概念圖實施注意事項………………………………………..15 第三章 研究方………………………………………………………..18 第一節 研究設計……………………………………………………..18 第二節 參與對象……………………………………………………..20 第三節 概念圖訓練及應用策略……………………………………..21 第四節 實施流程……………………………………………………..26 第五節 研究工具與資料分析………………………………………..32 第四章 結果與討……………………………………………………..34 第一節 概念圖繪製訓練……………………………………………..34 第二節 概念圖應用…………………………………………………..44 第三節 活動問卷結果分析…………………………………………..53 第五章 結論與建……………………………………………………..58 第一節 結論………………………………………....…..........58 第二節 建議…………………………………………………………..61 參考文獻…………………………………………..................63 附錄一 概念圖教學綱要…………………………................67 附錄二 概念圖教學指………………..........................68 附錄三 概念圖教學講義……………………………..............71 附錄四 教學日誌……………………..........................76 附錄五 活動問卷...........................….............77 附錄六 晤談記錄表………………………….....….............78

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