说故事

In using the method of telling story, we determine how the children change in the Montessori Teaching Class, the frequency of the changing of these children who read on their own and listen to the teacher telling story, as well as understand how their parents value this story telling activity.

本研究旨在探讨幼儿图画故事书在蒙特梭利教学中的应用历程，透过说故事方式，探讨蒙特梭利教室中幼儿的改变、幼儿自行阅读和听老师说故事的频率变化，并了解幼儿家长对说故事活动的评价。

To conduct the story dramatization bystoryteller's oral stories, it can enhance the life experience exchange among students.

若以说故事人口述故事，进行故事戏剧化，则能增进学生彼此生活经验的交流。

Once upon a time ... in the magic kingdom of Earth ... the Storyteller sat/set down and created a great tale about a god who would descend from the light to bring spiritual meaning to this realm where anything is possible.

很久很久以前……在地球上的魔法王国……说故事者坐下，创造了一个有关神从光明而降下的伟大创世故事，把灵性意义带给这个任何事都有可能发生的领土上。

Raconteur是善於说故事的人.John is a first-class raconteur, so he is always welcome at parties.

John是一个十分善於说故事的人，所以总是受到大小派对的欢迎。

In the storytelling program, I think retelling story is not difficult.

实施故事教学时，我觉得说故事不难。

The main purpose of this research was to explore whether the 「creative digital story-telling course」 can help to improve story quality, creativity, and writing attitude, and understand the feasibilities and limitations of teaching similar courses to higher-grade students in primary schools. The researcher adopted 「nonequivalent pretest-posttest designs」 as a quasi-experimental study.

本研究的主要目的是探讨「创意数位说故事课程」对故事创作的品质、创造力、和作文态度是否有帮助，并了解此类课程应用於国小高年级作文教学的可行性及局限性。

She was a wonderful story-teller and I was enthralled by everything she told me.

她是一位很厉害的说故事者，她所说的故事都很吸引着我。

That's not just because it's a well-told tale, but because that tale is woven through a thoroughly impressive game that tops its predecessors.

这不只是因为它的良好的说故事，但因为这是编织的故事，通过一个彻底令人印象深刻的游戏，顶部它的前辈。

This research will be stated in 6 parts: the experience of young children picture book used in Montessori Teaching, the ability to respond for these young children, a type of children who "cannot tell the story", the charm of the story, the effect of the telling story activity, the situation of self-reading, and, join the activity before and after telling the story.

本研究分为六个部份陈述：幼儿图画故事书在蒙特梭利教学的应用历程、幼儿的反应能力、「不会说故事」之类型、故事的魅力、说故事活动之影响、说故事前后自行阅读与参与活动的情形。

Two classes of fifth grade students from a Kaohsiung school were selected as study samples; one class was assigned as an 「interactive group」, the other as an 「appreciation group」. Both respectively accepted twelve units in a total of 60 experimental courses. The interactive group took the lessons of 「creative digital storytelling」 that emphasized the interaction processes during electronic brain-storming, story sharing and so classes. The appreciation group took the courses of 「appreciating and digitalizing the stories」, which focused on story demonstration and appreciation.

研究者采准实验法之「不等组前后测设计」，以高雄市某国小五年级两个班级的学童为样本，安排一班为互动组，另一班为欣赏组，分别接受十二单元共60堂课的实验课程，互动组接受「创意数位说故事」的课程，著重电子脑力激荡及故事分享等互动历程；欣赏组接受「欣赏故事并将故事数位化」的课程，著重故事示范与欣赏。

The absorption and distribution of chromium were studied in ryeusing nutrient culture technique and pot experiment.

采用不同浓度K2CrO4(0，0.4，0.8和1.2 mmol/L)的Hoagland营养液处理黑麦幼苗，测定铬在黑麦体内的亚细胞分布、铬化学形态及不同部位的积累。

By analyzing theory foundation of mathematical morphology in the digital image processing, researching morphology arithmetic of the binary Image, discussing two basic forms for the least structure element: dilation and erosion.

通过分析数学形态学在图像中的理论基础，研究二值图像的形态分析算法，探讨最小结构元素的两种基本形态：膨胀和腐蚀；分析了数学形态学复杂算法的基本原理，把数学形态学的部分并行处理理念引入到家实际应用中。