摘 要

本研究旨在了解故事結構學法對於增進幼兒故事理解能力之成效，期望經由此教學法明確指導幼兒分析故事結構，能確實提升幼兒對於故事內容與意義之理解，為現今幼稚園施行之故事教學，提供另一種可行之教學方法。
本研究採實驗研究法，以臺北縣板橋某國小幼稚園幼兒為對象，將幼兒分為兩組，一為實驗組，一為對照組。實驗組進行故事結構教學法，對照組則進行園內例行性的故事教學，並進一步分析實驗組內幼兒的語言能力，以了解故事結構教學法對不同語言能力幼兒之影響。研究工具採用「重述故事結構測驗」、「回答問題測驗」以及「修訂畢保德圖像詞彙測驗PPVT-R」，以獨立樣本t檢定和相依樣本t檢定，分析兩組前測、後測以及不同語言能力各組間之差異情形，整理出研究結果，探討其對幼兒故事理解能力之影響，期能對幼稚園之故事教學方法提供新的參考方向。
本研究結果如下：
一、故事結構教學能提升幼兒之故事理解能力。
二、故事結構教學對中、低語言能力幼兒教學效果顯著。
三、故事結構教學能提升幼兒推理理解能力。
四、故事結構教學提升幼兒重述「背景」「主題」與「結局」結構。

關鍵詞：故事結構、故事結構教學、故事理解

ABSTRACT
The purpose of this study is to understand how story grammar instruction improves children’s story comprehension. This type of teaching method is purported to provide an explicit way for teaching children story grammar and to increase children’s comprehension on story contents and meaning, acting as an alternative to replace story-telling that is widely practiced in kindergartens today.
This study adopted experimental research as a means of investigation. Preschool children from a kindergarten in Banciao, Taipei County participated in this research. The children were divided into two groups: an experimental group and a control group. The experimental group participated in the story grammar instruction, whilst the control group continued the story-telling routine. In the experimental group, children’s language competence was analyzed to understand the effects of story grammar instruction on children with different language competencies. The research tools included “The Examination of Story Retelling”, “Question Answering”, and“Peabody Picture Vocabulary Test-Revised (PPVT-R)”. Independent-samples t-test and dependent-samples t-test were employed to analyze the performance of the groups before and after the experiment, examine the difference in language competence between the groups, organize study findings, and discuss the effects on story comprehension. This study attempted to provide a new reference direction for the story-telling approach in kindergartens.
The study findings are as follows:
I. Story grammar instruction improved children’s story comprehension.
II. Story grammar instruction proved to have significant effects on children with intermediate and low language competence.
III. Story grammar instruction improved children’s reasoning ability.
IV. Story grammar instruction improved children’s ability to recount “setting”, “theme”, and “resolution” structures.

Key words: story grammar, story grammar instruction, story comprehension.

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