دانلود مقاله ISI انگلیسی شماره 132564
ترجمه فارسی عنوان مقاله

ترکیب کتاب های الکترونیکی با نقشه ذهن در یک استراتژی تدریس متقابل برای یک دوره کلاسیک چینی

عنوان انگلیسی
Combining e-books with mind mapping in a reciprocal teaching strategy for a classical Chinese course
کد مقاله سال انتشار تعداد صفحات مقاله انگلیسی
132564 2018 59 صفحه PDF
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Computers & Education, Volume 116, January 2018, Pages 64-80

ترجمه کلمات کلیدی
برنامه های کاربردی در زمینه های موضوعی، استراتژی های آموزشی / یادگیری، بهبود آموزش در کلاس درس،
کلمات کلیدی انگلیسی
Applications in subject areas; Teaching/learning strategies; Improving classroom teaching;
پیش نمایش مقاله
پیش نمایش مقاله  ترکیب کتاب های الکترونیکی با نقشه ذهن در یک استراتژی تدریس متقابل برای یک دوره کلاسیک چینی

چکیده انگلیسی

Chinese texts contain the essence of traditional Chinese culture and humanistic spirit, although they are obscure and difficult to understand. The integration of e-books into language learning can play a positive role and improve reading comprehension because of the diversified support tools and features of multimedia interaction in e-books. Therefore, this study investigated the teaching of classical Chinese with a combination of e-books, reciprocal teaching, and mind mapping; the effects of this approach on reading comprehension and knowledge sharing were explored. The sample consisted of two tenth-grade classes of a vocational school. Both groups received the reciprocal teaching strategy with mind mapping. The control group received traditional paper books; the experimental group received e-books. Quantitative and qualitative analyses were used in this study. The results were as follows. (1) Classical Chinese reading comprehension aspect: The experimental group performed more satisfactorily than did the control group, indicating that the integration of the e-book resulted in this measurable improvement by enhancing learners’ reading comprehension. (2) Knowledge sharing aspect: The pretest and posttest scores significantly differed between the experimental and control groups, indicating that diversified support tools can promote knowledge sharing. (3) Mind-mapping aspect: the scores of the whole structure (color and image), association skills, and the contents of the articles were more satisfactory in the experimental group than in the control group. (4) Learners had a positive attitude toward the combination of e-books, reciprocal teaching, and mind mapping.