本研究包括兩部分:(一)探討圖表組織架構訓練課程對於國小五年級學生
在社會科歷史教材的記憶和理解能力是否能增進，並具有遷移效果,(二)
探討國小五年級學生在接受10節的圖表組織架構訓練課程之後,是否能夠
自行建構圖表組織架構。本研究以台北市內湖國小五年級的二個班的71名
學生為對象。以班為單位,分成實驗組和控制組。兩組學生都進行為期10
節,每節40分鐘的教學課程。其中實驗組接受圖表組織架構訓練課程,控制
組則接受傳統教學課程。本研究以「歷史記憶選擇測驗」、「 歷史字面
理解測驗」 、「 歷史理解簡答測驗」、教材文章的自由回憶測驗以及實
驗文章的自由回憶測驗為前後測,分別測量受試者在實驗處理結束後在歷
史教材的記憶,理解和遷移效果。此外，以實驗組受試在實驗文章所建構
的圖表組織架構的前後測分數,來測量實驗組學生建構圖表組織架構的能
力。所得資料並分別以獨立樣本單因子共變數分析,以及相依樣本t考驗來
驗証假設。研究結果如下: (一)在歷史教材記憶和理解效果方面: 1.實驗
組學生在經過圖表組織架構課程訓練之後,其在「歷史記憶選擇測驗」表
現 的記憶能力和在「歷史字面理解測驗」表現的字面理解能力,與接受傳
統教學的控制組學生並沒有顯著差異。 2.實驗組學生在經過圖表組織架
構課程訓練之後,其在「歷史理解簡答測驗」表現的理解能力和在教材文
章的自由回憶測驗所表現的正確命題回憶量高於接受傳統教學的控制組學
生。 (二)在實驗文章的遷移效果方面:實驗組學生在經過圖表組織架構課
程訓練之後,其在實驗文章的自由回憶測驗所表現的正確命題回憶量高於
接受傳統教學的控制組學生。 (三)在學生建構圖表組織架構能力方面:實
驗組學生在經過圖表組織架構課程訓練之後,在實驗文章的建構圖表組織
架構能力,高於實驗處理前,在實驗文章的建構圖表組織架構能力。研究者
並針對研究結果加以討論,並提出建議,以供教學及未來研究上的參考。

The purposes of this study were two:(1) to investigate the
effect of graphic organizers training on Grade-five students
concerning their retention,comprehension and transference of
historical teaching materials for their social studies.(2)to
investigate Grade-five students' graphic organizers'skills
after the graphic organizers trainings. Seventy-one students
selected from two Grade-five classes in Taipei Navi-Hu
Elementary School were sampled. These students were divided
into two groups,the treatment group within the graphic
organizers training and the control group within the
traditional instruction training.Ten forty-minute training
sessions were designed. Five instruments,including Historical
Retention Muliple- Choice Test,Historical Literal Comprehension
Test, Historical Comprehension Sort-Answer Test,Free Recall of
Teaching Materials and Free Recall of Experiment Articals were
used for pretest and protest of the recall of the experimental
articals on the Treatment Group were used to analysis their
construct-graphic organizers skills.The data obtained were
analyzed by independent sample ANCOVA and t statistics. The
study concluded as follows: 1.Retention and comprehension of
historical teaching materials: (1)Following the graphic
organizers training,the performance in the "Historical
Retention Multiple-Choice Test"indicated the retention of the
Treament Group was not very different from that of the Control
Group under the traditional instruction training;And the
performance in the"Historical Literal Comprehension Test"
indicated that the literal comprehension was not very different
from that of the Control Group under the traditional
instruction training. (2)Flowing the graphic organizers
training,the performance
The purposes of this study were two:(1) to investigate the