本研究旨在了解運用故事結構創作教學對國小三年級學童故事創作能力之影響。故事結構創作教學能提供學童故事結構的安排設計，幫助兒童思考整篇故事的來龍去脈，促使前後故事內容連貫，使學童對故事創作更得心應手。其教學程序由教師呈現故事內容、並示範如何找尋故事結構內容、等學生熟悉後由學生獨立找尋故事結構，再根據新的故事結構，創作一篇全新的故事。故事結構創作教學提供了很好的架構模式，在故事創作時只要循著故事結構的模式，即組成一個具備故事主題、主角、情境、開始事件、事件經過、主角反應及結局的故事。最後，根據故事結構創作教學的主要發現及研究結論，對於學童、教師、教育相關單位及未來相關研究提供可行建議。

The aim of the study was to investigate the effects of story structure writing instruction on story writing ability of the third-graders in the elementary school. Story structure writing instruction provided children with a story structure design and helped children comprehend the whole story and integrate the story content, which helped children master the story writing. 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. Finally, based on the results, the study provided useful suggestions for children, teachers, educational institutions, and the future research.