敘說是一結合認知、語言、社會等多種能力的展現，而一個完整故事重述則包含經歷、感知、理解、記憶到敘說等等一連串的歷程。本研究對象為25名三~六歲的學齡前幼兒，透過卡通影片故事的觀看與故事重述來了解三~六歲學齡前幼兒在影片故事重述中訊息接收、故事重述與故事理解能力的年齡發展與相關性。研究結果顯示，訊息接收、故事理解和故事重述能力在不同年齡層間有顯著差異，五歲組與六歲組的表現顯著優於三歲組，而訊息接收、故事理解與故事重述三者之間亦有顯著正相關。三~六歲學齡前幼兒在故事重述表現中，提及事件與結果之故事元素最多，其次則是嘗試與內在計畫。透過本研究結果，我們得知三~六歲學齡前幼兒之影片故事重述表現及故事理解能力皆與觀看時的訊息接收有關，而影片故事的訊息接收、故事理解與故事重述表現皆隨著年齡有增長的趨勢。

The purpose of this study was to investigate the development of and relationship among information received, story comprehension, and story retelling abilities in three- to six-year-old preschool children in a video story retelling task. Twenty-five three- to six-year-old children were asked to watch a short cartoon video and the children´s performance in story comprehension and story-telling during and after the video were analyzed. The results revealed that five- and six-year-old children had significantly better abilities in information received, story comprehension and story retelling than three-year-old children. Children´s performance in information received, story comprehension, and story retelling were also found to be significantly interrelated. Besides, structural elements of initiating events and consequences occurred most frequently in story retelling. Discussion about the results and suggestions for future research are provided.

幼兒敘說、故事文法分析、故事理解、影片故事重述

comprehension, preschool children narrative, story comprehension, video story retelling