The study was designed to explore how to narrate a story book for young children, and to the role of story structure, background and analysis of the circumstances of young children to tell a story book. In the selection of research subjects, researcher selected two children who came to book area and told story frequently as the research subject during four weeks. After confirmed the subject, and then continued to gather data for a total of eight weeks. In story-telling, the researcher first called upon the children through story books, then made children to tell story by their own words. Researcher videotaped while children telling story, and utilized Min-Yi Lin (2000) proposed the role of circumstances, structure and background to analyze the data from the corpora. Moreover, the researcher explored these two children’s metacognition during story-telling by using Jin-Ting Zhao (2005) categorized meta-cognitive strategies which including planning, on-line monitoring and commenting. Finally depends on this research finding to discuss and to provide the suggestion, and used as reference for future.
1. When young children told story, they usually had the stereotype impressions to the roles. They speculated the roles of emotional expressions in the book according to the pictures. In some circumstances of the book, young children connected their daily life experiences into the story. And, during narrating, theye often spoke the word ""that"" to instead of the some plots of story. In addition, they inferred the background of the story by the clues from the pictures.
2. Young children told the story by looking at pictures, but sometimes they tried to narrate by text. Moreover, they often used their body movement and raised the intonation to increases story’s splendid. In their speech, they often appeared ""and then"" as a sentence context links.
3. Young Children showed the metacognitive during story-telling. In the strategic planning, they had their own ideas when selecting storybooks. In on-line monitoring, they fixed right away when found mistakes. Moremore, they would consider the needs of the audiences.For the commenting part, young children depended on the picture details to make the deduction. When the story finished, they said “No more” to everyone.