The Effects Of Different Concept Map Strategies And Their Application On Text Comprehension And Metacomprehension Monitoring Of Middle School Students

Under the "double reduction policy",middle school students are required to effectively master subject knowledge in class and effectively relearn it after class.Text is the main carrier of subject knowledge and an important way of classroom learning.Studies generally find that middle school students usually use reading strategies to understand texts within the classroom learning time specified by teachers,but there is still a large room for improvement in the level of text comprehension.Moreover,after reading multiple texts,it is often difficult for middle school students to accurately identify the understanding level of each text,resulting in low relearning efficiency after class.Therefore,it is particularly important to improve the text comprehension level of middle school students and the accuracy of metacomprehension monitoring.Evidence shows that when middle school students are asked to draw concept maps(drawing strategy)or refer to concept maps drawn by teachers(viewing strategy)when reading texts,their text comprehension level is significantly improved.However,there are still several problems to be solved in relevant researches :(1)at present,few studies have compared the text comprehension level of middle school students under the strategy of drawing and looking at pictures,so teachers are still not clear about whether they should cultivate the ability of middle school students to draw independently or provide it to students directly after drawing.Based on the characteristics of middle school students,the application effects of the two concept map strategies may be different.(2)In class,middle school students are usually exposed to multiple texts.Accurately identifying the understanding level of each text will help improve the efficiency of after-class review.However,the monitoring accuracy of middle school students under reading strategies is usually poor.Relevant studies have found that concept maps drawn by middle school students are considered to be more effective monitoring cues than text materials.However,it is not clear whether the concept maps drawn by teachers can also serve as effective monitoring cues,but there is evidence that the graph-viewing strategy may lead middle school students to use low-diagnostic cues for monitoring.(3)There may be some drawbacks in the traditional application of drawing and picture-reading strategies,but few studies have made improvements based on the specific problems existing in the application process of these two strategies.In view of practical significance,improvement is usually necessary.To sum up,this study will explore the effects of different concept map strategies and their application styles on middle school students’ text comprehension level and metacomprehension monitoring.This study includes four experiments.In experiment 1,a single-factor inter-subject design was used to investigate the effects of different concept map strategies on middle school students’ text comprehension level and metacomprehension monitoring.Strategies were inter-subject variables,including reading strategy(control group),drawing strategy and viewing strategy.The drawbacks of the two concept map strategies were found in Experiment 1,so two parallel experiments were set up in Experiment 2 to improve the application modes of the two concept map strategies respectively: In Experiment 2A,a single factor experiment was used to improve the application mode of drawing strategy.The application mode was inter-subject variable,including two levels of drawing without concept hint(traditional application mode)and drawing with concept hint.In experiment 2B,a single-factor inter-subject design was adopted to improve the application mode of the graph-viewing strategy.The application mode was inter-subject variable,including viewing comprehensive concept map(traditional application mode)and viewing topic concept map.In experiment 2,two concept map strategies were found to be more beneficial for middle school students to effectively understand the application of text,but some researchers believed that construction learning could better promote the retention of memory.To alleviate the pressure of the high school students to review,experiment three USES two factors between subjects design,drawing strategy in delay the edge effect in the test,the strategies for variable between subjects,including the concept of prompt comprehensive concept map drawing with the two levels,the test time is variable between subjects,including test two level and time delay in time.The results show that:(1)Compared with reading strategies,both drawing and viewing strategies can help middle school students improve their text comprehension,and the effect of viewing strategy is better,indicating that the viewing strategy is more helpful for middle school students to effectively memorize text propositions.In addition,under the mapping strategy,middle school students can more accurately identify the comprehension level of each text,which indicates that the concept map independently drawn by middle school students is more effective metacomprehension monitoring cue.(2)When using the drawing strategy,prompting the concept of text theme can improve the text comprehension level of middle school students and effectively avoid their underestimate of the text comprehension level,which indicates that concept prompting can reduce the confusion of middle school students in the beginning drawing and promote the effective construction of proposition.(3)Omitting the specific concepts in the comprehensive concept map can avoid the students from overestimating the level of text comprehension,but it will also reduce the application effect of the picture viewing strategy.In addition,no matter what level of structure of the concept map provided by the teacher,the middle school students have no effective monitoring clues to distinguish the understanding level of each text.(4)There was no significant difference in the text comprehension level between the group with concept prompt drawing and the group with comprehensive concept map,but in the delay test,the retention level of the group with concept prompt drawing was better than that of the group with comprehensive concept map,suggesting that the drawing strategy could effectively relieve the review pressure of middle school students.