運用敘事課程之繪本創作教學研究

Narrative Curriculum in Picture Books Creation

本研究旨在運用敘事課程為基礎的圖畫書教學教材，帶領國小高年級學童創作想像敘事繪本，分析繪本中的想像敘事表現。首先探討想像及敘事的重要性及必要性，復次說明敘事課程之特色及在本研究如何實施，最後用內容分析法探討學生創作繪本中的想像圖像及文字的敘事表現，輔以學習心得省思單和訪談歸納研究之結果。綜合研究資料分析，獲致以下結論：學童的想像類型可分成四類：超越本體結構的想像、裝飾的擬人化想像、組合後有功能的想像、組合後有功能及裝飾的想像，其中以組合後有功能的想像比例最多，高達50%。研究結果顯示敘事課程可以激發兒童的想像力與創造力，故事情境也可有效協助學童創作圖像。在敘事表現方面時間以順敘法居多，作品內容皆安排了故事發生的情境、引發事件、嘗試、結果等情節，所以故事的邏輯性和情節起伏都有不錯的表現，唯部分學生在編排主角達成目標後的感受或對其他角色的影響未加敘述，顯得結局較平淡。透過學童的學習心得問卷與訪談，顯示學童喜愛本研究課程中的探索與創作過程。研究建議未來可繼續深入運用敘事課程，開發提昇兒童各項表現的教材。冀此研究，能作為教師推展繪本創作及圖文教學，精進藝術與人文教學與敘事教學的參考。

The purpose of this study is first to adopt the narrative curriculum in making picture books for the students in the elementary school and then to analyze students' imagination and narrative performance in their picture books. We will first discuss the importance and necessity of imagination and narrative, and then explain the characteristic of narrative curriculum and its implementation. Furthermore, we will analyze the results by the method of content analysis. The students' records and our observation will be used as the supplementary evidences. From the result, it shows that the students' imagination types can be classified into the four categories. 1. Beyond the imagination of body structure. 2. Decorated with anthropomorphic imagination. 3. Functional combination of imagination. 4. Imagination combined with functional and decorative images. The frequent occurrence is functional combination of imagination and the occurrence rate is about 50%. We also find that the narrative curriculum could stimulate children's imagination and creativity and the scenario is also effective in helping students create the images. From the questionnaires and students' interview on the curriculum, we find that most students give positive feedback on this curriculum, especially on the parts of exploration and creation process. In the future study, we suggest more researchers continue to use the narrative curriculum and develop more teaching materials in enhancing the performance of children. The findings and conclusion of this study could provide teachers a guideline in promoting picture books creation, when trying to combine images with text in making picture book.