本研究主要目的在探討概念構圖策略對於台灣高職生閱讀理解的影響。根據研究者的觀察和了解，台灣的高職英語教師普遍採用傳統教學法指導英文閱讀，學生相對就缺乏思考和統整閱讀內容進而理解文意的能力。因此，本研究嘗試以概念構圖策略融入英語閱讀教學，以幫助高職學生提升閱讀理解能力。研究者提出三個研究問題:(1)概念構圖教學是否能增進高職學生的閱讀理解? (2)在概念構圖教學之後，高成就、中成就和低成就學生在閱讀表現的進步幅度上是否有顯著差異? (3)高職學生對於概念構圖教學有何看法與建議?
本研究受測對象為台灣北部一所女子高職的一百三十三位高三學生。在為期十二週的概念圖教學中，所有參與研究的學生都接受概念圖教學，學習如何將概念圖運用在英文閱讀上。本實驗的研究工具有:英文閱讀測驗前後測、概念圖教學問卷和訪談; 所有研究對象在課程實施的前後各完成一次閱讀理解測驗，課程結束後填寫一份概念構圖教學問卷，兩次受試的結果和問卷資料透過SPSS的統計分析得到量化數據以比較學生在閱讀理解能力的差異以及對概念圖教學的看法。此外，在後測及問卷填答完成後，研究者挑選高成就、中成就和低成就學生分別各五位接受訪談，以進一步了解受測者實際運用概念圖策略的狀況。
本研究結果如下: (1)概念圖教學能顯著提升學生閱讀理解能力，同時也能增進學生閱讀的經驗和信心。(2)不同程度的學生在概念圖的學習效益上雖沒有顯著差異，但高中低三組的前後測皆有顯著差異。(3)多數學生對概念構圖教學持肯定態度，認為此教學有助於提升閱讀理解。
研究者亦根據研究結果提出相關探討和建議，希望能提供高職英文教師和相關教育人員在教學及研究上的參考。

The study aimed to explore the effects of the concept mapping instruction on EFL vocational high school students’ reading comprehension. According to the researcher’s observation, most English teachers in vocational high schools in Taiwan tend to adopt the traditional teaching method to instruct reading, which results in students’ lack of ability to do thinking and organize information so as to comprehend reading passages. Therefore, the researcher intended to incorporate the concept mapping strategy with the reading instruction to enhance EFL vocational high school students’ reading comprehension. There were three research questions addressed: (1) Can concept mapping enhance EFL vocational high school students’ reading comprehension? (2) Is there any significant difference among high, intermediate and low achievers’ improvement in their reading performance after the concept mapping instruction? (3) What are vocational high school students’ perceptions and suggestions toward the concept mapping instruction?
The participants were 133 twelfth graders from a girls’ vocational high school in northern Taiwan. During the twelve-week treatment, all participants received the concept mapping instruction. The instruments were reading comprehension tests, a questionnaire and interview. All the participants had to take a reading comprehension test before and after the instruction and fill out the questionnaire after the instruction. The data of two tests and the questionnaire were analyzed by SPSS to see the change in the participants’ reading performance and to explore their attitude toward the instruction. After the instruction, the researcher interviewed fifteen participants at different achievement levels to investigate their application of the strategy.
The results were summarized as follows: (1) The concept mapping instruction significantly enhanced participants’ reading comprehension and also increased their reading experience and confidence. (2) There was no significant difference in the improvement among participants at different achievement levels, but there was significant difference for each subgroup between the pretest and posttest. (3) Most participants held positive attitude toward the instruction and they agreed concept mapping enhanced their reading comprehension.
The researcher also made related suggestions according to the results of the present study, with the purpose to provide vocational high school teachers and educationalists with the guidelines in the teaching and research.

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