Curriculum Design and Execution Effectiveness of Teaching-Through-Storytelling:Citing a Storytelling Program with Third Graders in New Taipei City as Example

• Main Authors: Chiung-hua Sung, 宋瓊華
• Other Authors: Hsiang-hsia Chun
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/23p762

碩士 === 世新大學 === 口語傳播學研究所 === 103 === There is no better teacher than one's interest. Interests and hobbies inspire us to continuously learning. This paper aims at nurturing children's interest in storytelling, and helping them overcome their stage fright. Through a systematic, investigative look into similar studies conducted in the past, and author's rich experience in education, this paper hopes to provide a constructive outlook on teaching-through-storytelling to aspiring instructors. The paper poses several questions for readers to think over: how does a teacher enhance his/her storytelling proficiency? How does a teacher help his/her students overcome stage fright? How do students upgrade their oral communication skills through storytelling? A two-pronged approach was taken for the teaching aspect of storytelling to explore and tackle possible issues facing storytelling: 1. Inspiring schoolchildren's interest, while empowering them to have faith in their stage presence; 2. Helping schoolchildren develop a spontaneous, appropriate oral communication skill that'd benefit them for life. This paper is characterized by its "pragmatic thesis-writing" organization. It also provides readers an in-depth look at studies previously conducted on the wisdom of teaching-through-storytelling. The author also combed through her own experience with a ten-week, teaching-through-storytelling program. The findings are extremely inspiring: almost every young participant in the ten-week program has shown an extraordinary progress in oral communication skills. In addition to children's obvious enjoyment of the class, this approach also improves learning in the classroom, and peer relationship among schoolchildren, particularly for those having difficulty expressing themselves. With after-class coaching and additional practice, these children also indicated progress in self-confidence and interpersonal relationship. It is hoped that the paper would be beneficial for active educators for enriching their teaching. Teachers and instructors are more than capable of guiding schoolchildren in strengthening their oral communication skills through conscientious coaching. Meanwhile, author of the paper also hopes to encourage more discussion on teaching-through-storytelling among administrators and officials, and win their support to promote oral communication lessons through storytelling.