| Summary: | 碩士 === 國立新竹教育大學 === 數位學習科技研究所 === 99 === The aim of the study was to investigate effects of using cooperative story mapping instruction on science popular e-story book to the reading comprehension, re-telling story ability, and story writing ability of the third-graders in the elementary school. This research also explored the relationships of the correlation among children’s story reading comprehension, re-telling story ability, and story writing ability. The cooperative story mapping instruction provided children with a story structure design and helped children comprehend the whole story and integrate the story content, which helped children master story writing.
The subjects of this study included two classes of third-graders at elementary school in Hsinchu city. The subjects were divided into two groups, the experimental group students were provided with cooperative story mapping instruction, and the control group students were provided with story mapping instruction and writing practice of main ideas and reflections. The procedure of the study began with the teacher’s presentation of the story content and demonstration on how to look for the structure of the story content. After being familiar with the teacher’s instruction, the student looked for the story structure independently and then imitated or created a story structure. Accordingly, the student created a whole new story of his or her own. The experimental group students and the control group students implemented the story reading comprehension test, the story retelling ability, and the story writing ability examination.
The results indicated as follows: there was a high-intermediate correlation among the story reading comprrehension, Chinese language proficiency, re-telling story ability, and the story writing ability of the subjects in the experimental group.
Base on the results of the findings, the conclusions of the study were summarized and the recommendations of further study were made.
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