本研究主要就敘事結構和評論機制兩方面來探討漢人兒童與原住民兒童的
敘事差異。本研究以平均年齡約為八歲的漢人兒童和原住民兒童各十位，藉由對
這兩個族群的兒童重述過去經驗敘事的分析，可以發現兩族群兒童之間使用的敘
事結構和評論機制都存在著差異。此外，本研究也根據漢人兒童和原住民兒童所
表現的敘事差異，討論這些研究結果對於原住民兒童教育的啟發。
本文主要的研究結果有以下幾點：(1)就敘事結構的差異來看，漢人兒童敘
事的主要結構為一部的敘事，而原住民兒童的主要敘事結構為二部以上的敘事。
(2)漢人兒童和原住民兒童所使用的評論機制總數量，以及評論機制的多元性，
這兩方面都沒有顯著差異。(3)漢人兒童使用「句法特徵」做為評論機制的數量
顯著多於原住民兒童；漢人兒童在這一項類別的次類中，又以「因果解釋」的使
用量顯著多於原住民兒童。(4)原住民兒童使用「直接引述」做為評論機制的數
量則顯著多於漢人兒童。
根據兩族群兒童在敘事結構及評論機制的差異，以及國小教師對這些差異的
看法，研究者提出在原住民兒童教育議題上所獲得的啟發：漢人教師可能對於原
住民兒童敘事模式的不了解而產生誤解，這將成為原住民兒童敘事能力發展的阻
力。因此，教師應該避免以既有的標準或是敘事典型來規範兒童的敘事表述方式。

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