| Summary: | 碩士 === 國立臺東大學 === 語文教育學系碩士班 === 93 === The purpose of this research is to discuss the effect of restructuring story summary for forth graders in elementary school. It is analyzed the result of students’ summary, who gather ninety-eight boys and girls from three classes, to understand that forth graders have had concepts of story structures. The researcher finds the condition and lack of ability for students restructuring story summary in step eight are:
1. Some students (about 1%) are unable to restructure summary, even transcribing the whole article.
2. Very few students (about 0.7%) cannot distinguish specifically from summary, main ideas, and sentiment.
3. Most of students have already had story schema with similar performance in different articles. However, they cannot read and comprehend with meta-cognition and reflect what they write. Only 19% students can make completely story summary.
4. Students can use some words they have learned instead of the words in the original stories.
5. Connectives students always use are cause relative, time relative, disjunctive relative, and condition relative. Students almost use correctly.
6. Students make use of “jiu”(就) including “reinforcing mood”, “the subjunctive mood”, “expressing time sequence” and “expressing cause relative.”
7. Many students are not able to rewrite colloquial conversation into concise statement, and don’t have higher level for generalizing ideas and catching the points.
8. Students are often confused with personal pronoun, especially transforming dialogue into statement.
To research the theory of restructuring story summary and to analyze operation can offer people who are willing to teach restructuring summary. Besides, teachers can improve their teaching direction from the students unable to restructuring summary. To sum up, the research renders some suggestions to be used in teaching restructuring summary and to be references of more researches in the future.
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