以故事結構教學提升幼兒敘事能力之個案研究

當幼兒擁有好的口語敘事能力就能夠清楚表達想法、述說事件因果關係，以及聆聽並理解別人說話的意思，在聽與說時之間，幼兒需對語言思考與理解，在反覆的聽與說的練習過程，相對的幼兒也會有更好的記憶能力；而在故事活動中，了解故事結構除了可以幫助幼兒在閱讀時能很快抓住重點，亦能幫助幼兒在口語敘事時能清楚聚焦，這些能力對幼兒不管現在或未來學習也都有很大的助益。因此，本研究目的在藉由故事結構教學來提升幼兒口語敘事能力，研究者透過「學前幼兒語文評量」及「班級教師觀察」篩選出二位大班幼兒為本研究的研究對象，且採取個案研究法並以「故事結構教學」為介入方法，經過教學後同時分析兩名幼兒在故事重述時「故事結構的完整性」及「語句內容與長度」，並觀察幼兒在「個人生活經驗敘述」能力改變之情況。研究結果顯示，經過「故事結構教學」介入後，二位幼兒在「學前幼兒語文評量」測驗分數上有很大的進步，表示此教學對幼兒在語意及語法上有立即性的成效，而故事重述之總句數亦有明顯的增加。此外，在故事結構方面，二位幼兒在各項故事結構元素（主角、背景、開始事件、事件發展、結果和內在反應）都有不同的進步；在「主角」方面經過教學後幼兒除了能說出主角外還能描述主角特徵；在「背景」中的地點表現較好，時間則較易忽略；在「開始事件」與「事件發展」已可以描述出細節，句子敘述的也順暢很多；在「結果」的描述從一開始就表現得很穩定；在「內在反應」則是進步最多的地方，幼兒會注意到主角情緒上的轉變。也由於幼兒口語敘事能力的進步，當此能力類化到日常生活中，因能將事件述說的完整，與同儕的爭執變少並相處融洽。此外，在「個人生活經驗分享」時的改變，已由一開始片段式及跳躍的敘述到可以順暢敘述完一件事，能將事件因果描述完整，二位幼兒父母對於幼兒表現的改變皆給予肯定。關鍵字：語言發展、敘事能力、故事結構教學

關鍵字

語言發展；敘事能力；故事結構教學

並列摘要

When children have a good oral narrative ability, they can clearly express their thoughts, talk about the cause and effect of an event, and listen to and understand the meaning of others’ speeches. Communicating in listening and speaking, children need to understand the language first and then think in that language. Following the process of repeated listening and speaking practices, consequently, young learners will also have much better memory skills. In story-telling activities, understanding the structure of a story can boost children to quickly grasp the key points while reading, and also bolster children to focus clearly on oral narration. These abilities will also greatly reinforce young learner to improve their current and future learning. Therefore, the purpose of this study is to demonstrate the improvement in children’s oral narrative skills through story structure teaching. The researchers selected two children from a large classroom as the research objects of the "class study", employing “Computerized Language Ability Measure for Preschoolers （CLAMP）" and teacher observation as a case study method, and "story structure teaching" as an intervention. After the teaching, the performance of the two children was analyzed simultaneously for "story structure integrity" and "sentence content and length" when the story was retold, and the improvement in the children's ability to "narrate personal life experience" was observed. The research results demonstrate that after the intervention of “story structure teaching”, the two children have greatly improved their scores in the “（CLAMP）” test, indicating that this teaching method has immediate effects on children’s "semantic" and "syntax". The total number of structural element sentences also increased significantly. In addition, in terms of the story structure, the two young children combined elements in various aspects (protagonist, background, initial event, event development, result and internal reaction) with different progresses in each aspect. After teaching, young children could describe the protagonist's characteristics; in the "background", the place was better described, but the time was less recounted. The details of initial event and event development were described, and the sentence literacy was improving steadily. The performance of concluding the results was stably raised from the start. In the "internal response" area, where the improvement was greatest, the toddlers noticed a shift in the protagonist's mood. Furthermore, when the improvement of children's oral narrative ability is generalized into their daily life, the ability to share events and life experiences is also improved, which results in fewer disputes with classmates and allows them to get along better. In addition, the exchange in "personal life experience sharing" has transformed from fragmentary and jumping narration in the beginning to smooth narration of an event and complete description of the cause and effect of the event in the end. Both parents of the two young children give affirmation to the changes in their children's performance. Keywords: language development, narrative ability, story structure teaching