The Story and Narrative Intelligence in the Classroom

• Main Authors: Shih Yu Lin, 林師宇
• Other Authors: 楊茂秀
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/90283460396005367312

碩士 === 國立臺東大學 === 兒童文學研究所 === 92 === Everyone has their own stories, which are the ways in which they organize their own experience. One shows respect for others by carefully listening to them telling stories. Carefully listening to others tell stories is the best way to learn their experience and intelligence. Listening to children tell stories is especially so. Children always come into contact with the intact marvels of the world in their most natural perceptive attitude of mind. Their learning process of knowledge and concepts, and their curiosity brought about by their actual contact are just showing their strong desire for learning. This is the instinct that each of us used to possess but has forgotten. Children keep telling stories and narrating their experience. Children present their ways of thinking and intelligence by narrating stories, reminding us to find out the instinct that is being driven out of our memories. However, we usually ignore children’s behavior and narrative, and even consider these as a reaction to the lack of experience and knowledge. Famous American pediatrician Robert Coles, cognitive psychologist Susan Engel, and author on early childhood education Vivian Gussin Paley maintain that everyone should carefully listen to children telling stories. With the idea in mind, the author collected stories told by children and recorded events that have happened in the community by using dialogues and narrative which they are familiar with and skilled at. Besides, this study uses many prologues that arouse children’s dialogues, including stories written by professional writers, stories that have happened in the community, and Kio and Gus, the teaching material on philosophy for children, written by Professor Mattew Lipman. Using such dialogue material, my students and I managed a community of inquiry in the classroom, in which we learned experience and intelligence from each other. The primary purpose of this study is to present the progression of a community of inquiry growing out of nothing and to study the experience, stories and language phenomena of the members according to four major concepts. In this thesis, children’s dialogues, stories that happened, texts disscussed, and the author’s viewpoint are presented in turn to try to show children’s inspiring narrative intelligence and ways of thinking. This study leads the author to a better understanding toward children and deeper interaction with them.