臺灣博碩士論文加值系統

概念圖是一種組織知識、呈現知識的圖解工具，由概念和其間的關聯所組成。許多研究指出，概念圖是發掘學生先備知識、表徵心智模式及顯示知識結構之有效工具。本研究為探索性研究，嘗試應用電腦概念圖工具Cmap Tools，提供學生有意義的學習，教師有效的教學，並協助教師組織教學素材及建立教學檔案。教師可利用「專業骨架圖」，提昇教師知識管理的能力，清楚呈現其教學理念與教師專業。本研究彙整相關文獻，以概念圖的理論基礎在教學與學習等各項應用論述形成研究命題，最後在實際進行概念圖教學，課後並編製問卷，以分析概念圖教材與學習態度間的關連性。研究結果發現教師利用概念圖工具編排課程內容，與學生之學習態度成正相關。希望研究結論可以提供中小學教師在教學時，運用概念圖工具的方向。

A procedure is Concept map is a graphic tool of organizing knowledge, and it is consisted of relationships between concepts and concepts. Many studies have indicated that the concept map is the effective tool to inspire students’ prior knowledge, mental representation model and display the knowledge structure. This study is an exploratory research, tries to apply the computer tool of the concept maps, providing the meaningful learning, effective teaching and organizing teaching materials and teaching files. Teachers can use “expert skeleton map” to raise their knowledge management capabilities, and present their teaching philosophy and the teaching profession clearly. This study compiled the relevant research at first, then provided the research propositions base on concept maps theory, and finally performs a practical teaching of concept maps. The results of this research provide references for elementary and junior high school teachers.

中文摘要...................................................................................................................................i
英文摘要..................................................................................................................................ii
誌謝.........................................................................................................................................iii
目錄.........................................................................................................................................iv
表目錄.....................................................................................................................................vi
圖目錄....................................................................................................................................vii
一、緒論..............................................................................................................................- 1 -
1.1研究背景與動機...........................................................................................................- 1 -
1.3研究目的........................................................................................................................- 1 -
1.4研究限制........................................................................................................................- 2 -
1.4.1對象的限制..............................................................................................- 2 -
1.4.2科目的限制..............................................................................................- 2 -
1.4.3版本的限制..............................................................................................- 2 -
1.5論文架構........................................................................................................................- 3 -
二、文獻探討.....................................................................................................................- 4 -
2.1概念圖............................................................................................................................- 4 -
2.1.1概念圖的意義.........................................................................................................- 4 -
2.1.2概念圖的理論基礎.................................................................................................- 4 -
2.1.2.1有意義的學習( MEANINGFUL LEARNING )........................................- 4 -
2.1.2.2基模理論( SCHEMA THEORY )...........................................................- 5 -
2.1.2.3鷹架理論(SCAFFOLDING)...................................................................- 5 -
2.1.2.4 後設認知理論(METACOGNITIVE)......................................................- 6 -
2.1.3概念圖的相關研究.................................................................................................- 7 -
2.1.3.1國內的相關研究.................................................................................- 7 -
2.1.3.2國外的相關研究.................................................................................- 9 -
2.1.3.3綜合評述..........................................................................................- 11 -
2.1.4 概念圖繪製軟體..................................................................................................- 11 -
2.2 學習態度的意涵........................................................................................................- 13 -
三.研究方法......................................................................................................................- 15 -
3.1研究模式......................................................................................................................- 15 -
3.2研究假設......................................................................................................................- 15 -
3.3研究流程與設計.........................................................................................................- 15 -
3.4教材設計......................................................................................................................- 17 -
3.5問卷設計......................................................................................................................- 19 -
3.5.1 前測與試測...........................................................................................- 20 -
3.5.2 信度與效度...........................................................................................- 20 -
3.5.2.1 信度................................................................................................- 20 -
3.5.2.2 效度................................................................................................- 20 -
3.5.3 正式問卷..............................................................................................- 21 - iv
3.6問卷的發放與回收.....................................................................................................- 22 -
3.7資料分析方法.............................................................................................................- 22 -
3.7.1因素分析...............................................................................................- 22 -
3.7.2 相關性分析...........................................................................................- 22 -
3.7.3迴歸分析...............................................................................................- 23 -
四.資料分析......................................................................................................................- 24 -
4.1 因素分析.....................................................................................................................- 24 -
4.2 相關性分析................................................................................................................- 26 -
4.3迴歸分析......................................................................................................................- 26 -
4.4假設檢定結果.............................................................................................................- 27 -
五、研究結論與建議.......................................................................................................- 28 -
5.1結論..............................................................................................................................- 28 -
5.2 問題討論與建議........................................................................................................- 28 -
5.3 未來的研究................................................................................................................- 29 -
參考文獻............................................................................................................................- 30 -
附錄一 國語科概念圖學習態度預試問卷.................................................................- 33 -
附錄二 國語科概念圖學習態度問卷..........................................................................- 36 -
附錄三 國民中小學九年一貫課程綱要一年級國語指標........................................- 38 -

1.
王美芬(2002)，概念構圖對國小學童自然科學習成就、學習態度及概念改變之研究，臺北市立師範學院科學教育研究所碩士論文。
2.
江淑卿(2001)，概念構圖與圖示對兒童自然科學的知識結構、理解能力與學習反應之影響。科學教育學刊，第9卷，第1期，頁35~54。
3.
余民寧(1997)，有意義的學習---概念圖之研究。台北：商鼎文化。
4.
宋冠郁(2005)，以概念圖為主之教材呈現方式對自然科學習成效之影響，銘傳大學資訊傳播工程學系碩士論文。
5.
李哉平、侯開亮、廖景曉、王慧芬(2004)。論概念圖在化學教學中的運用。教學與管理，10，56-59。
6.
李雅惠(2006) 概念構圖教學對八年級學生閱讀理解能力與國文學習態度之影響，高雄師範大學國文教學碩士班論文。
7.
李吟(2001)，學習輔導-學習心理學的應用。台北：心理。
8.
周雲虎、謝尚賢、徐新逸(2004)網路課程系統之分析與設計。
9.
林筱雯(2002)運用概念構圖為後設認知工具於國小二年級自然科之行動研究，國立屏東師範學院數理教育研究所碩士論文。
10.
林燕(2006)，繪本閱讀融入低年級寫作教學之研究-以概念構圖、低成就學生為研究核心及對象，國立花蓮教育大學語文科教學碩士班論文。
11.
張春興(1994)。教育心理學--三化取向。台北：東華。
12.
莊護林(2002)，”維谷斯基對語文學習的影響”，97年5月18日， http://zh.wikipedia.org/w/index.php?title=%E5%88%A9%E7%B6%AD%C2%B7%E7%B6%AD%E8%B0%B7%E6%96%AF%E5%9F%BA&variant=zh-tw。
13.
陳柏璋(2004)，運用電腦概念圖工具輔助學生科學學習之行動研究，國立台灣師範大學資訊教育學系碩士論文。
14.
陳文婷(2005)，結合學生問題分析表及試題概念結構圖之個別化回饋對國小數學學習之影響，淡江大學教育科技系碩士論文。
15.
陳慶帆、施穆穆(2007)，”應用概念圖繪製新工具：CMAP TOOLS於國小教學：以英文科為例”，教育研究月刊，155期，頁32-45。
16.
黃慧美(2003)，國小二年級學童使用電腦輔助學習之學習態度分析研究，嘉義大學幼兒教育研究所碩士論文。
17.
黃瓅慶(2006)，「概念構圖」運用於閱讀教學之行動研究-以晨間閱讀班的學生為例，國立花蓮教育大學語文科教學碩士班論文。
18.
鄧傳慧(2006)，資訊科技融入教學對國小一年級學童數學概念學習效應之研究，國立台北教育大學幼兒教育學系教學碩士班論文。
19.
謝富榮(2003)，概念構圖策略與認知型態對自然科網路化教學影響之研究，東海大學教育研究所碩士論文。 - 30 -
20.
All，A. C.，Huycke，L.I.＆Fisher，M.J.(2003)，”Instructional tools for nursing education: Concept maps”. Nursing Education Perspectives，24(6)， 311-317.
21.
Anderson, O. R. (1992). Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science education. Journal of research in science teaching.1037-1058.
22.
Ausubel，D. P. (1963). The psychology of meaningful verbal learning .New York：Grune and Stratton.
23.
Ausubel，D. P(1968).Educational psychology：A cognitive view . New York：Holt，Rinehart & Winston.
24.
Ausubel，D. P. Novak，J. D. & Hanesian，H.(1978).Educational psychology：A cognitive view (2nd Ed.).New York：Holt， Rinehart and Winston.
25.
Canada Alberto J. Cañas, Institute for Human and Machine Cognition (2004),”EXPERIMENTS ON THE EFFECTS OF MAP STRUCTURE AND CONCEPT QUANTIFICATION DURING CONCEPT MAP CONSTRUCTION”, University of Waterloo, USA
26.
Cañas, A. J., et al. (2004b).” CmapTools: A knowledge modeling and sharing environment”. Proceedings of the first international conference on concept mapping (Vol. I, pp. 125-133).
27.
Drie， J. V . & Boxtel， C. V.(2003).”Developing concept understanding through talk and mapping” . Teaching History， 110， 27-31.
28.
Edmondson, K. M. (1995), “Concept Mapping for the Development of Medical Curricula”. Journal of Research in Science Teaching, 32 (7), 777-793.
29.
Flavell, J. H. (1976). Metacognitive and cognitive monitoring : A new area of cofnitive development inquiry .American Psychologist , 34 , 906-911.
30.
Institute For Human & Machine Cognition(IHMC)， (2005) [Computer software]. Retrieved from http://cmap.ihmc.us/download/
31.
Jacobs-Lawson， J. M. ＆ Hershey，D. A .(2002). “Concept maps as an assessment tool in psychology courses”. Teaching of Psychology， 29(1)，25-29.
32.
Mintzes, J.J., Wandersee, J.H. & Novak, J.D. (2001).” Assessing understanding in biology”. Journal of Biological Education, 35(3), 118-124.
33.
Marshall， B.，et al. (2003). “Convergence of Knowledge Management and E-Learning：The Get Smart Experience”. In the Proceedings of the 2003 Joint Conference on Digital Libraries， 135-146.
34.
Novak，J.D.＆ Gowin， D.B.(1984)， learning how to learn. New York：Cambridge University Press.
35.
Novak, J.D. (1990). “Concept mapping: A useful tool for science education”. Journal of Research in Science Teaching, 27(10), 937-949.
36.
Novak，J. D. & A. J. Cañas(2006)， “The Theory Underlying Concept Maps and How to Construct Them”， Technical Report IHMC Cmap Tools 2006-01， Florida Institute for Human and Machine Cognition.
- 31 -
37.
Prezler，R.(2004).”Cooperative concept mapping “. Journal of College Science Teaching，33(6)，30-35.
38.
Rumelhart, D. E. &Norman. D.A.(1978).Accretion. tuning. and restructuring: Three modes of learning. In J.W. cotton &R. L. Klatzky (Eds.), Semantic factors in cognition. Hillsdale, NJ: Erlbaum.
39.
Stice, C.F & Alvarez, M.C (1986) . Hierarchical concept mapping: young children learning how to learn (a viable heuristic for the primary grades).(ERIC Document Reproduction Service NO.ED274946)
40.
Seaman, T. (1990). On the high road to achievement: cooperation concept mapping. (ERIC Document Reproduction Service NO.ED335140)