This study is an action research on the application of concept mapping to improve English reading comprehension ability. It was assessed the effectiveness by utilizing the reading curriculum infusing concept mapping. The purposes of this study is promote junior high school students in educational priority area project who implemented concept mapping into the English reading instruction, also took an action research on curriculum development and did some reflection through action research. The object of the study is 21 students in the first grade of junior high school through the instructions of Concept Mapping Teaching on reading curriculum within 20 weeks. The origin of textbook is the fifteen units of Han Lin Publishing Co., Ltd and Festivals around the world of Oxford University Press. Conclusions¡G 1. Concept mapping teaching model should be processed in proper sequences including the readability level and students¡¦familiarization of the topics and fifty words text that is good for learning motivation in junior high school students in educational priority area project. 2. Students¡¦ difficulties in Concept mapping were their insufficient vocabulary and weren¡¦t identify the lower level of the text structure. They were lack of cultural stimulation that made a great impact on reading comprehension. Vocabularies mastery training was needed. Concept changing of the students with low achievement was notably influences by their classmates.This study show that small-group discussion can be a good way to find out their wrong concept in the light of others and then amend their thought in the small group discussion. 3. Concept mapping is helpful for students on getting key points, summary and detailed exposition.It can also improve students¡¦ ability on literal comprehension and inferential comprehension. 4. Teaching skills continusously improve through the action research. Concept mapping strategy could continuously embed in the regular reading classes for a long-term effect.Teachers can expand the scope of the research to other grades to study students¡¦ performance with different instructors.

A Study on Students¡¦ Wrong Chinese Characters in Elementary Schools Educational Priority Area of Kaohsiung City Pao-Kuei Wu Chao-Kai Yuan Abstract This research mainly discusses the topic of miswritten or wrong Chinese characters in elementary schools within educational priority area (EPA), and collected sample based upon the gradual competence indicators set by the Educational Administration ministry for national language(Chinese) courses of the National Nine-Year Curriculum for elementary and junior high schools. Specifically, 3rd and 6th graders¡¦ Chinese writing tests were examined, and the wrong characters were categorized into three parts according to character structure, character strokes, and stroke-order. In the material analysis, the data are being processed according to descriptive statistics, product-moment correlation , and the t-test statistical methodology. The results are the following: 1. EPA¡¦s quantity of vocabulary knowledge and wrong character type has a negative correlation. 2. For EPA¡¦s quantity of vocabulary knowledge and orthographic classification, the Character-structure component, and three is a negative correlation between qubntity of vocabulary knowledge and non-structures components. 3. For EPA¡¦s orthographic classification and wrong character category , there is a negative correlation between the root of the character and characters that lacked strokes.there is a positive correlation between the the non-structures component and characters that had additional strokes.Similar character parts and characters that either had additional or less strokes have a negative correlation. 4. According to the competence indicators of the Nine-Year Curriculum, recogniction of the classification of the root of the character at the first stage is not apparent. Recognition at the second stage of the classification of the character root is more apparent, while there is a limited recognition of change in character structures. 5. Within the EPAs as the accumulation of vocabulary knowledge increases with age, it is possible to perceive gradually the characteristics of orthographic structures, but recognition development is still slow. The following is suggested based upon the research result: 1. The students¡¦ habit of using a dictionary should be nurtured, and the method of looking up a character by its character root should be encouraged. 2. In teaching new vocabulary, the character radical classification and structure principle should be used to help recognize the character. 3. It is suitable to use the ¡§ distribution practice¡¨. 4. ¡§Part teaching¡¨and the editing of character-source teaching material should be motivated. 5. Calligraphy education and using the blackboard to teach should be advocated and utilized.

The research desires to evaluate the resources allocation of the educational priority area project in Taiwan. The methods of the research are interview of experts and analytic hierarchy process (AHP). The results are: 1. the experts all recognize that educational priority area project is very important for our primary education in our country; 2. the experts think the indicators weight of the educational priority area project should differentiate between all indicators and each indicator would has its own weight. 3. By using AHP, we get the weights and orders of the indicators which used in the educational priority areas project in practice: i. Improvement to the school with more students of the aboriginal and low-income households; ii. Improvement to the school at the remote districts; iii. Improvement to the school with more students of the single parent family or grandparents-bleeding family; iv. Improvement to the school with more students of the discontinue schooling or need of more guidance and assistance; v. Improvement to the school with loss of the school-age students.