| Summary: | 碩士 === 南華大學 === 幼兒教育學系 === 103 === The study aimed to the influence of structure teaching to repeat stating story ability of children and realize the obstacles and solution strategies of teachers in the process of structure teaching. The researcher performed the structure teaching with picture books through the adoption of action research method to help the realization of children to books after listening to the story and facilitate the re-narrating ability of them. The re-narrating story working sheets and narration evaluations were collected in the process with information such as records of audio and video, interviews, classroom observation and reflection to perform the triangulation and answer the research questions.
The results of the study are as follows:
● The progressive story structure teaching intervention framework establishes the concept of children to story structure components: recognize story elements “main character”, “the course of the event”, “ending” by the interaction and discussion of teachers and children by “story house” and “story working sheet”.
● The improvement of re-narrating ability of children: After listening to the story, the memory of story contents were strengthened by performing the role-playing and extensive activities. The study found that children internalized the elements of story structure when re-narrating the story with 3 times of scorings of precedence, trial, independent practicing in “oral-narrating evaluation”, and showed the significant improvement to completeness of story narration.
● The continuous review and inspiration of the process of structure teaching of teachers to children and the discussion and analysis of story re-narration in action research facilitates teachers to learn the professional skills on teaching knowledge, methods and abilities.
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