| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 91 === No child can resist the charm of stories. Stories are the most foundation activity of narrative which man used to communicate experiences, and it also can be a framework of curriculum. The main purpose of this study is to design the curriculum, based on the narrative curriculum theory of Lauritzen & Jaeger which mentioned planning template of narrative curriculum composed of four elements: context, inquiries, explorations, and culminations. In addition, by means of observing and interviewing a class, I focus on the curricular theme of this study is emotional education. After that, this study uses the picture book of “ Snail started it！ “ as the context of curriculum. Meanwhile, it is directly guided by leading questions of Jacobs to execute the practical process of narrative curriculum. This study is to understand the possibility of constructive curricular picture when it carries out in the real world, and also describe in detail the difficulties, challenges, and resolutions which come from the process of this study.
Since the dialogue between theory and practice, the main findings of this study can be defined in two dimensions. One dimension is about curricular dialogue: Using stories as a catalyst of curricular designed, it really can help learners to involve into learning environment. And what kind of words, inquiries and examples be used, it influences learners’ comprehension about probed inquiries. The ways of co-asked, the negotiations of curricular positions by teachers and students, and the styles of narrative, not only can enrich the narrative expressions of learners, but also create possibilities of dialogue by teachers and students. The other dimension is abouct instructive dialogue: Taking a false name can avoid negative effects on learners’ self-concepts, because when they knows takings regard as negative teaching materials, students refuse to accept those suggestions of other people. Therefore, teachers must set good examples by appropriate actions, and sympathize the feelings of students. According to different gathers of learners, teachers need to provide them to expand narrative spaces in diverse ways.
With regard to future research on narrative curriculum, the following recommendations are proposed for researchers: First, the sources of narrative are not limited to literature type, and they also can apply other types as context of curricular design. Secondly, inviting the class teacher to co-research for exploring and discussing the implied meaning behind constructing narratives by learners. Finally, the interactive relationship between teachers and learners and the maturity of pedagogy affect practical picture of curriculum, so we still ought to position “ curriculum “ and “ instruction ” in the same level of education, and both of them can’t be ignored.
Keywords: narrative curriculum, the theme of emotional education, picture books
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