現今國中生雖然在面臨教育改革潮流中，但其對於自身未來抉擇與想法都還懵懂不清、感到茫然，國中階段學生正處於人生階段中非常關鍵之自我探索階段，無論國內外都對生涯發展議題漸漸重視。因此，生涯發展教育將會是國中階段非常重要之課題，本研究希望使用數位說故事教學法融入生涯發展課程中，提升學生個人生涯探索能力、批判思考能力與溝通表達能力。爰此，本研究旨在探討數位說故事對國中生之生涯探索能力、批判思考能力與溝通表達能力之影響，以國中輔導活動科為例。本研究採用不等組準實驗設計，抽取台南市某國中二年級共二班之學生為研究對象，以國中輔導活動科之生涯規畫課程為融入單元，分為實驗組一班（N =28）及控制組一班（N = 28），共56人，並進行前測、後測以及質性問卷填答。實驗組採用數位說故事教學法；而控制組則採用傳統教學法進行生涯發展教育。實驗教學時間包含前、後測共歷時十週。主要研究結果發現如下：一、就生涯探索能力而言，數位說故事組後測優於傳統教學組。二、就批判思考能力而言，數位說故事組後測總分優於傳統教學組，批判思考分向度之歸納與演繹上，後測優於傳統教學組。三、就溝通表達能力而言，數位說故事組後測優於傳統教學組。四、從訪談結果可知，影響數位說故事之相關因素為教學時間安排，數位說故事對學生有幫助的部分為生涯探索能力、批判思考能力、溝通表達能力與資訊素養等。本研究說明研究限制，並予未來研究建議：包括生涯探索能力與溝通表達能力所使用之測量工具可嘗試使用自陳量表和技能量表。

The purpose of this study was to investigate the effect of digital storytelling on junior high school students’ on career exploration skills, critical thinking skills and communication skills. A pretest and posttest quasi-experimental design was used for this study. The participants were 56 eighth-grade students in two classes. The independent variable was the instructional strategy including two groups: traditional instruction (control group) and digital storytelling (experiment group). This experiment was conducted for 10 weeks. ANCOVA and MANCOVA were employed to examine whether there is a significant difference between these two research groups on the dependent variables after receiving different methods of instructional strategy. In addition, interviews were conducted to know students’ perspectives on DST after the study.
The results from data analysis are as blow: First, on career exploration skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, there was statistically significant difference between the two groups. Second, on critical thinking skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, the posttest scores of students who received DST were significantly higher on induction and deduction than students who received traditional instruction. Third, on communication skills, the posttest scores of students who received DST were significantly higher than students who received traditional instruction. Besides, there was statistically significant difference between the two groups. Fourth, we could conclude from the interviews that the factors affecting DST included the peer cooperation, and course time; the benefits of DST included career exploration skills, critical thinking skills, communication skills, and ICT skills.This study provided the limitation of research and suggestions for future studying including career exploration capacity and communication skills measurement tools can be used self-report questionnaire and skill Scale.

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