國民小學英語課程強調在學生英語溝通能力的基礎、提昇英語學習的動機與興趣。因此，許多英文老師會利用說故事的方式來幫助小朋友語言能力與字彙的發展。然而，往往都是由老師扮演著說故事者的角色，可是應該要由學生來扮演說故事者的角色而老師扮演協助者的角色，如此學生才能獲得更多藉由說故事所帶來的學習好處。但是對於大部分的小朋友而言，反而令他們對於這樣的學習方式感到恐懼與困難。另一方面，市面上充斥著許多機器人的玩具。對於小朋友而言，這樣的玩具是具有相當大的吸引力，但這些機器人僅能提供娛樂的性質，因此帶給小朋友的時效性相當有限。 所以本研究發展一套組裝式說故事機器人的系統，主要提供故事編輯、機器人動作設計與教導機器人說故事三個套件，另外再搭配音效和背景音樂來讓學生設計組裝具有自己風格的說故事表演機器人，藉由這樣的方式讓學生從設計的過程中去進行語言的學習。 本系統的實驗對象為四位10~12歲的小朋友，經由少量的使用結果顯示，使用本系統可以使學生感覺學習像是在玩樂一般，並且可以改善學生的學習態度和願意花時間去進行口語練習。另外，利用設計教導機器人表演說故事的方式可以令學生更願意使用這套學習工具。 It emphasized to motivate English learning and interesting on the English subject of elementary school. Therefore, many teachers used storytelling to develop children’s language abilities and vocabularies. However, it is always the teacher who does the talking. So the student can’t obtain much learning benefits from the storytelling. Furthermore, many students feel very uncomfortable during the speaking activities, especially when they have to speak in front of the whole class. On the other hand, there are many robots’ toys on the market. The children interested in these toys, but they didn’t play them a long time. In this paper we develop a system of programmable storytelling robot. It included three units: writing stories, designing robot’s movement, and teaching robot to tell stories. In addition, let student to design personal storytelling robot by combining sound effects and background music. The students can learn language through designing. Finally, the four children join our experiment. Their average age is 10~12 years old. We find something from a little of results. By using our system, the students feel playing to learn and to improve learning attitude. Then they will spend time to practice oral skills. Further, the students liked to use the learning tool by the method which let students design robot to perform.
