學童說故事的能力在學習的過程當中扮演著重要的角色，學童透過說故事學習敘事與表達的能力。因此如何培養學童說故事的能力已成為相關研究中一個重要的研究議題。另一方面，由於近年來電子書與平板電腦的興起，深受廣大的使用者所接受，因此與此相關的研究與應用特別備受矚目。
本研究在說故事電子書平台中融入故事結構鷹架的設計，藉此探討給予學童說故事的提示對於其創作故事繪本的影響，因此本研究將受試者分為控制組與實驗組進行實驗，兩組的差異在於實驗組是使用有鷹架功能的系統，而控制組則是使用無鷹架功能的系統，並藉由問卷調查、作品專家評分、學童自我評分、故事結構分析與事後訪談的方式進行統計分析與討論。
研究結果發現實驗組的作品在故事的流暢性與準確性上相較於控制組好，由此可知故事結構鷹架有助於學童學習說故事的敘事能力，但是對於實驗組學童的創意自我效能有著降低的影響，這是由於學童更瞭解故事創作的標準與內涵所產生的影響。

The ability of children to tell a story in the process of learning to play an important role in children learning through story-telling narrative and presentation skills. How to cultivate the ability of children to story-telling has become an important research topic. On the other hand, due to the rise in recent years, e-books and Tablet PC, the majority of users accept, associated with this research and application is important.
In this study, tell a story in the e-book platform integrated into the design of the scaffolding of the story structure, to explore the tips given to children to tell a story for their creation story picture books, this study subjects were divided into control group and experimental group. Experimental group is to use the scaffolding function of the system, while the control group is to use the system without the scaffolding function, and by the questionnaire survey, works expert score, students self-ratings, story structure analysis, and post-interview methods for statistical analysis and discussion.
The results showed that compared to the control group on fluency and accuracy of the experimental group''s work in the story can be seen story structure scaffolding helps students learn to tell a story narrative, but for the experimental group children''s creative self-efficacy reduced, which is the impact of the students a better understanding of the standards and content of the story of creation.

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