本研究旨在探討心智繪圖寫作教學對國小六年級學童寫作表現之影響，藉由引進一種新的概念，在實驗課程計畫中實行創新的引導方式，協助學童克服作文恐慌症，也讓站在第一線的教師有所依循，不再對寫作教學猶豫不前。 本研究以台中市龍津國小六年級113位學生為研究對象，進行一個學期的實驗教學。研究工具包括心智繪圖寫作教學回饋問卷、學生心智繪圖、作文、團體與個別訪談。根據研究結果，主要發現如下： 一、運用心智圖教學能引發學生的學習興趣。 二、心智繪圖法讓學生想法變多，有益「內容思想」、「文句使用」的增加。 三、心智繪圖法可激發學生創造思考。 四、心智繪圖法能提供對作品反省監控的機會。 五、心智繪圖法能有效掌握重點，增進文章組織結構的能力。 總而言之，心智繪圖寫作教學對學生的創造力和寫作表現都有正面的影響，而寫作態度以及寫作歷程也大獲改善。因此，能善用心智繪圖融入寫作教學，對學習者與教學者都是互惠雙贏的正向效果。 This study aims to investigate the effects of the mind mapping strategy on sixth graders’ writing performance. By employing a new construct in applying an innovative way to the experimental courses, this strategy helps students overcome their panic disorder on writing, and assists teachers in finding a method to follow without hesitation for their writing instruction. The target group is 113 sixth graders, who studied in central Taiwan, joined the study plan for one semester. The research findings are as follows:I. Mind mapping method arouses student’s learning interest.II. Mind mapping method enhances student’s different thinking, ideas and word choice.III. Mind mapping method promotes creative thinking.IV. Mind mapping method provides opportunities for reflecting and monitoring.V. Mind mapping method help student grasp critical points and strengthen sentence structure. To sum up, using mind mapping in writing helps students promote their linguistic creativity, writing performance, positive writing attitude and writing process. Hence, this study shows that applying mind mapping to the writing class is generally positive for both teachers and students.
