Concept mapping of children's disaster experience ; case study of adaptation revealed on mental maps

1. 经历过火山爆发灾难的儿童的概念制图回顾和修订了二维制图（TDM）的过程，使儿童能够自己使用它。在映射的框架上，每个水平轴和垂直轴都应该反映每个主体的视点。对儿童作文的初步分析揭示了个人价值观的独特性和对回忆经历的感受。两种个人价值观，如偏好和不喜欢，在儿童中最常见。因此，每个偏好和不喜欢被分配到水平和垂直轴。50名儿童通过使用TDM.2排列关键词，成功地展示了他们的个人灾难经历。运用灾变地震儿童概念图（etdm）揭示赤石市儿童的地震相关体验。为了修订TDM的关键词，对学校教师进行了初步访谈，获得了39个关键词。在调查当天，笔者走访了每个班级，并在参与式的氛围中进行了绘图过程。调查结束后，对所有的地图进行收集、审核，并整理地图和相关意见，制作了一份反馈材料。在接下来的一周，孩子们拿到了反馈材料，并鼓励他们检查同龄人的地图。这个反馈过程可以有效的让孩子从不同的角度了解地震相关的环境。编制儿童了解环境的参与性手册利用二维地图和儿童的有关评论编写了一本参与性工作手册，供受试者从其环境中学习。

1. Concept mapping of children who experienced the disaster of volcanic eruptionThe process of two-dimensional-mapping (TDM) was reviewed and revised for children to use it by themselves. Concerning the framework of mapping, each of horizontal and vertical axes are supposed to reflect each of subject's view points. Preliminary analysis of children's essays revealed the uniqueness of personal values and feelings given to recalled experiences. Two of the personal values, such as preference and dislike, were observed most frequently among children. Therefore, each of preference and dislike was assigned to horizontal and vertical axes. Fifty children successfully revealed their personal disaster experience by arranging keywords using TDM.2. Concept mapping of children who experienced the disastrous earth quakeTDM was applied to reveal the earth-quake-related experience of children in Akashi-city. In order to revise the keywords for TDM, preliminary interviews to the school teachers were scheduled, and thirty nine of keywords were obtained.On the day of survey, the author visited each of classes and mapping process was proceeded in a participatory atmosphere. After the survey, all of maps were collected, reviewed and a feed-back material was prepared by arranging maps and related comments. On the next week, children were given the feed-back materials and encouraged to examine their peers' maps. This feed-back procedure was effective for children to understand the earth-quake related environment from various perspectives.3. Development of the participatory manual for children to understand the environmentTwo-dimensional maps and related comments of children were used to prepare a participatory workbook for subjects to learn from their environment.