|Author's Email Address
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|Type of Document
||An Action Research on the Application of Concept Mapping to|
Improve English Reading Comprehension Ability for Junior High
School Students in Educational Priority Area Project
|Date of Defense
|| educational priority area
||This study is an action research on the application of concept mapping to improve |
English reading comprehension ability. It was assessed the effectiveness by utilizing the reading curriculum infusing concept mapping.
The purposes of this study is promote junior high school students in educational priority area project who implemented concept mapping into the English reading instruction, also took an action research on curriculum development and did some reflection through action research. The object of the study is 21 students in the first grade of junior high school through the instructions of Concept Mapping Teaching on reading curriculum within 20 weeks. The origin of textbook is the fifteen units of Han Lin Publishing Co., Ltd and Festivals around the world of Oxford University Press.
1. Concept mapping teaching model should be processed in proper sequences including the readability level and students’familiarization of the topics and fifty words text that is good for learning motivation in junior high school students in educational priority area project.
2. Students’ difficulties in Concept mapping were their insufficient vocabulary and weren’t identify the lower level of the text structure. They were lack of cultural stimulation that made a great impact on reading comprehension. Vocabularies mastery training was needed. Concept changing of the students with low achievement was notably influences by their classmates.This study show that small-group discussion can be a good way to find out their wrong concept in the light of others and then amend their thought in the small group discussion.
3. Concept mapping is helpful for students on getting key points, summary and detailed exposition.It can also improve students’ ability on literal comprehension and inferential comprehension.
4. Teaching skills continusously improve through the action research. Concept mapping strategy could continuously embed in the regular reading classes for a long-term effect.Teachers can expand the scope of the research to other grades to study students’ performance with different instructors.
||AI-LING CHIU - chair|
Hsueh-Hua Chuang - co-chair
Pei-Yi, Chou - advisor
Indicate in-campus at 5 year and off-campus access at 5 year.|
|Date of Submission