故事結構教學對幼兒故事理解能力及故事結構順序之效果研究

本研究旨在探討故事結構教學對幼兒故事結構順序以及故事理解能力之效果。以臺東市某國小附設公立幼稚園18名幼兒為對象，等質分配至實驗組與控制組。兩組幼兒同時進行繪本導讀，透過實驗研究法進行故事結構教學，協助幼兒建立故事結構要素及敘說故事時的故事結構順序。透過U檢定和序列分析，分析幼兒口述故事之結構及其順序的差異。研究發現：（1）無母數Mann-Whitney U檢定中，實驗組在「開始事件」與「內在反應」達到顯著。（2）敘說故事時的故事結構順序以序列分析檢視，發現參與教學的幼兒於後測時敘說故事的結構順序更加完整，並且同一個故事結構要素反覆出現的次數明顯減少。本研究根據實驗教學之結果進行討論並找出未來研究之相關建議。

關鍵字

故事理解；序列分析；故事結構

並列摘要

The purpose of this study is to explore the influence of story grammar instruction on the story grammar sequence and story comprehension ability of children. The subjects were children at a public kindergarten affiliated with an elementary school in Taitung, and they were divided into an experiment group and a control group. The two groups of children were simultaneously engaged in guided readings of picture books, and the experiment method was used to conduct story grammar instruction, in order to assist the children establishing story grammar elements and the story grammar sequence when telling stories. The Mann-Whitney U-test and sequential analysis were conducted to analyze the differences in grammar and sequence when the children tell stories. The results indicate that: (1) in the Mann-Whitney U-test, the experiment group shows significance in ”initial event and ”internal response”; (2) when evaluating the story grammar sequence of stories being told with sequential analysis, it is found that children tell stories with more comprehensive grammar and sequence in the post-test, and there is a significant decrease in the repetition of the same story grammar element. The results can provide a basis for discussion on teaching results and suggestions for future studies.