The Influence Of Different Types Of Concept Map Strategies On Reading Comprehension And Reading Self-Efficacy Of Junior High School Students

Concept maps is a kind of method for representing knowledge graphically.In China,the adaptability of concept maps strategy to chinese reading comprehension is need to be further studied.Based on the previous studies,this article tried to explore the effect of different types of concept map strategy on chinese reading comprehension and reading self-efficacy from learning strategy angle.The whole study consists of two parts.The first research explored the chinese reading self-efficacy structure of junior high school students and designed the chinese reading self-efficacy questionnaire.The tasks were completed by collecting documentary resources, interviewing and consulting relevant qiontionnaires (scales).This research chose randomly two junior high schools'students in Nanyang as sample.The second research adopted a 3×3 random factorial design with 180 subjects of eighth-grade.60 excellent comprehenders,60 moderate comprehenders and 60 poor comprehenders were selected.They were distributed into three teams randomly. The first group of students were asked to read 5 illustrative texts by constructing their own concept maps. The secong group of students were asked to read them by correcting worded-out concept maps with errors included,ang the third group of students were asked to read them without concept map strategy.The results showed:1. The final questionnaire of the chinese reading self-efficacy of junior high school students included 22 items,including 3 dimensions: capacity of self-efficacy, strategies using of self-efficacy and control of self-efficacy. The questionnaire with a good reliability and validity could be using as a scale of the chinese reading self-efficacy of junior high school students.2. Correcting worded-out concept maps with errors included and constructing their own concept maps were more effective on students'chinese reading comprehension than no concept map strategy. Among the three strategies, correcting worded-out concept maps with errors included was the best, constructing their own concept maps was better.3. Correcting worded-out concept maps with errors included and constructing their own concept maps had significant facilitative effects on moderate comprehenders'comprehension, while they had no significant facilitative effects on excellent comprehenders'comprehension.Only correcting worded-out concept maps with errors included had a significant facilitative effect on poor comprehenders'comprehension.4. With regard to students'chinese reading self-effcacy, main effect of strateries was not significant. There was no significant difference among the three strategies.5. Correcting worded-out concept maps with errors included and constructing their own concept maps had significant facilitative effects on moderate comprehenders'self-efficacy, and there was significant difference between them ,the former was better than the latter significantly, while they had no significant facilitative effects on excellent comprehenders'comprehension, The strategy of correcting worded-out concept mapps with errors is better than the strategy of constructing their own concept mapps. Only correcting worded-out concept mapps with errors included had a significant facilitative effect on poor comprehenders'comprehension.