學童語文識能（literacy）包含識字、閱讀與寫作的基本能力，透過閱讀課程與教學規劃，可以有效提升學童識字、理解策略及書寫的能力。本文為提升學童語文識能發展敘事課程，此處目的在界定敘事課程的意義及其基礎論述，做為課程實踐依據。本文的敘事課程偏重選擇敘事文本為發展語文識能的媒介，課程目標在發展學童敘事理解與敘事能力表現。本文探討何種敘事文本最具價值，納入敘事課程，討論有關文本選擇及組織的原理原則。敘事課程的實施，以促進學童與文本的交互作用、規劃學童發展閱讀思考及敘事能力、鼓勵學童發展批判詮釋能力等活動為原則。本文多引述敘事學、言說心理學研究、社會─文化觀點，論述敘事的特質，討論應用理論於敘事課程目標、內容、實施等項目的考量。最後結語關注敘事課程實踐要素，包含課表時間規劃、觀察與評量學生語文識能發展實況、討論教師課程知能及教學策略、課程實施環境條件等要素之間的關聯性，以能具體達成提高學童語文識能的目標。

Children's literacy includes basic abilities of words acquisition, reading, and writing. By means of reading lessons and plans, the development of children's literacy can be significantly improved. This essay was aimed to explore the meaning of narrative curriculum and its theoretical foundations for classroom use in the context of developing children's literacy. The narrative curriculum referred to in this essay focused on texts as a medium for literacy development, and the objective of curriculum was to improve children's narrative comprehension and their narrative competences. This essay also discussed which narrative texts are the most valuable for forming curriculum content and explored the principles of text selection and organization. The principles of learning activities design were to promote children's interactions with texts, to improve their reading, thinking, and narrative skills, and encourage them to develop their critical thinking about the content of narrative texts. This essay drew heavily on narratology, cognitive psychology, socio-cultural perspectives and the characters of narrative and discussed how these theories could be applied to deliberate the objectives, contents, and implementation of narrative curriculum. In the end, the elements of curriculum practice were taken into consideration, such as the planning of schedules, the methods how to assess children's literacy, and the teachers' lesson plans/teaching strategies, and the environments of curriculum implementation, and then to think about how to connect the elements to achieve the goal of improving children's literacy effectively.