User study of a new smart toy for children's storytelling     

Nuri Kara  Cansu Cigdem Aydin  Kursat Cagiltay 《Interactive Learning Environments》2013,21(5):551-563

This article introduces StoryTech, a smart storytelling toy that offers children a mixed reality environment in which to tell imaginative stories. During usability testing, an empirical study was carried out with 90 child participants. The findings indicated that StoryTech creates a rich storytelling experience, especially for ages five and six.  相似文献   

从古代说话艺术看近代评书的传承     

贺峰  郑海涛 《内江师范学院学报》2013,28(3):103-106

近代评书继承了古代说话艺术的精髓并推动了说讲文学的发展,形成了自身独特的艺术魅力,其魅力表现在:话语通俗,故事情节生动,表现力丰富,表演时受环境影响较小等.因此,近代评书成为广大听众喜欢的曲艺文学之一.  相似文献   

从不同角度讲述宇宙探索的故事 ——美国三个博物馆展示内容和叙事结构对比          下载免费PDF全文

王晓宇 《自然科学博物馆研究》2017,2(2):71-79

在博物馆展览中讲故事的重要性已经得到普遍认可,通过讲故事的形式可以让科学入脑、更入心,可以得到更好的展示效果。然而,选择什么样的故事、怎样讲述故事、如何将故事与展览相结合,则成为重要的探讨话题。笔者在美国博物馆中看到了三个关于宇宙探索的不同展览,希望通过对展览内容和叙事结构的剖析,能够对国内科技馆展览策划有所启发。  相似文献   

Nothing but the Facts?     

Jan Boesman  Irene Costera Meijer 《Journalism Practice》2018,12(8):997-1007

This paper seeks to understand how journalists deal with storytelling and truth-seeking in their daily news practice. While storytelling is usually studied through texts, we approached it from a practice perspective, combining data from three ethnographic studies in which 36 beat reporters and 13 journalistic storytelling experts were extensively interviewed. Because of the emphasis journalists place on “finding out the truth” in public discourses, it is tempting for academics to present them as naive truth-seekers. However, by means of an interpretative repertoire analysis of their “practice” discourses, we seek to enlarge the discursive space to talk about the supposed tension between story and reality. Although departing from the idea that all news making is storytelling, the interviewed journalists consider news making and storytelling as distinct—and sometimes opposing—practices. These professional practices serve as the framework around which five storytelling repertoires are organized.  相似文献   

宋代说话艺术的形式和表演技艺     

秦勃 《陕西教育学院学报》2002,18(4):54-56,89

宋代民间说话艺术已具有市民性质，说话业分成了稳定的门类（家数），说话表演艺术已有专业化趋向，艺人的表演技巧初步成熟。说话门类中小说一家是宋代说话艺术的精华，标志着人民大众的文学开始形成主流。  相似文献   

To Tell a Tale: The Use of Moral Dilemmas to Increase Empathy in the Elementary School Child     

Richard L. Upright 《Early Childhood Education Journal》2002,30(1):15-20

Empathy, the ability to care about others, is a learned process and can be successfully modeled in the elementary classroom. Although there are various methods available for improving empathy and other aspects of moral development, one recommended strategy is the use of moral dilemmas and role-play. This strategy involves (a) the use of formal and informal observations, (b) informal interviews, (c) the choosing of appropriate stories, (d) various presentation methods, (e) large and small group discussions, and (f) closing techniques such as creative writing samples.  相似文献   

Digital storytelling: a meaningful technology-integrated approach for engaged student learning   总被引：2，自引：0，他引：2  

Alaa Sadik 《Educational technology research and development : ETR & D》2008,56(4):487-506

Although research emphasizes the importance of integrating technology into the curriculum, the use of technology can only be effective if teachers themselves possess the expertise to use technology in a meaningful way in the classroom. The aim of this study was to assist Egyptian teachers in developing teaching and learning through the application of a particular digital technology. Students were encouraged to work through the process of producing their own digital stories using MS Photo Story, while being introduced to desktop production and editing tools. They also presented, published and shared their own stories with other students in the class. Quantitative and qualitative instruments, including digital story evaluation rubric, integration of technology observation instruments and interviews for evaluating the effectiveness of digital storytelling into learning were implemented to examine the extent to which students were engaged in authentic learning tasks using digital storytelling. The findings from the analysis of students-produced stories revealed that overall, students did well in their projects and their stories met many of the pedagogical and technical attributes of digital stories. The findings from classroom observations and interviews revealed that despite problems observed and reported by teachers, they believed that the digital storytelling projects could increase students’ understanding of curricular content and they were willing to transform their pedagogy and curriculum to include digital storytelling.

Alaa SadikEmail: Email:

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The effects of digital storytelling on student achievement,social presence,and attitude in online collaborative learning environments   总被引：1，自引：0，他引：1  

Chang Woo Nam 《Interactive Learning Environments》2017,25(3):412-427

This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness.  相似文献   

A phenomenological study: teachers’ experiences of using digital storytelling in early childhood education     

Pelin Yuksel-Arslan  Soner Yildirim  Bernard Ross Robin 《Educational studies》2016,42(5):427-445

This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments.  相似文献   

Reframing success: participatory impacts of storytelling in a PAR collaborative with Latinx middle school students     

Jennifer Lucko 《Educational Action Research》2020,28(2):192-209

ABSTRACT

This article examines the participatory impact of a storytelling project on a small group of Latinx English learners in a sixth grade classroom. The storytelling project unexpectedly emerged as a positive ripple effect from a Participatory Action Research (PAR) initiative to foster civic empowerment among middle school students in an English Language Development classroom in Northern California during the 2014–2015 academic year. As the university researcher and classroom teacher worked together on the PAR project, they came to understand the importance of storytelling for this group of students and agreed to create a safe classroom space with appropriate instructional support for the students to develop and write their stories in English. Although the PAR project failed to produce an Action Plan based on students’ research findings, the storytelling ripple effect from the PAR initiative had a transformative impact on the students as they constructed counter-stories to dominant discourses that marginalize and dehumanize Latinx immigrant students and their families. Through the process of writing and reading their stories aloud in English, the Latinx English learners successfully positioned themselves as resilient, hard-working students who are fully capable of participating in civic programs, projects, or debates with their native English-speaking peers.  相似文献