身處資訊爆炸、科技媒體日益發展的時代，接收新知的管道已不僅止於單純的閱讀書本，透過有聲出版品、數位音訊或廣播等語音媒體接收知識已經愈來愈受到歡迎。然而，現有語音媒體製播獎項之評選標準多以傳播領域的角度為出發點，較少著墨於廣播節目的訊息設計與教學策略方面，難以成為相關領域從業人員製播節目的實務指引。 本研究目的在於發展運用故事教學之語音媒體訊息設計原則，先從語音媒體之意涵及特性、訊息設計原則與故事教學等三方面進行文獻探討，歸納運用故事教學於語音媒體之訊息設計原則，並依此結果針對六個現有語音媒體樣本進行內容分析，再以分析結果為基礎擬定專家訪談大綱，訪談三位具實務操作經驗的專家，藉由專家建議修正並確認各項原則之實用性，進而發展出運用故事教學於語音媒體之訊息設計原則。 研究結果顯示，經由文獻整理所得之運用故事教學於語音媒體之訊息設計原則，專家們建議從（一）訊息設計原則應避免使用過多學術用詞，以符合常識性概念、（二）訊息設計原則的實際使用情況會受到節目長度、聽眾年齡等實際因素影響、（三）原有的教學階段劃分可簡化為「說故事階段」與「引導思考、討論階段」等三個層面進行修正，方能符合實務之需求。根據上述結果進行修正，將原先四個階段，共計20項的原則，修正為「說故事階段」與「引導思考、討論階段」兩個階段，共計17項原則的「應用故事教學於語音媒體之訊息設計原則」，並依據研究結果發展出一份提供給有製作故事類語音媒體需求的相關從業人員使用的表單，以為設計、製作故事類語音教材之參考指引。 In the age of information explosion, technologies and media have improved and under great development. People receive new information not only from books, but also from audio books, digital audios, and broadcast programs. Learning through audio media is more and more popular. However, the standards of awards about the evaluation of audio media always focus on mass communication field instead of the message design and instructional strategy. Therefore, the practitioners who have need to produce audio instructional materials can not find guideline for production of audio instructional materials. The purpose of this study was to develop the message design principles for story-based audio instructional materials. This study synthesized the characteristics of audio media, message design principles and story-based instruction through reviewed literature to find out the message design principles for story-based audio instructional materials. The research methods used in this study were content analysis and expert interview. Content analysis was applied to investigate the current condition of message design principles for story-based audio instructional materials used in 6 samples of audio materials, along with interviewing 3 experts to check and revise the appropriateness and feasibility of this message design principles. The results of formative evaluation showed comments from experts, which were listed as follows: (1) the message design principles used too much academic terms; (2) the use of message design principles is influenced by some factors, such as the time of programs and the age of audiences; (3) the original sections of message design principles can be simplified. The message design principles have been revised. Therefore, the message design principles for story-based audio instructional materials have 17 principles, including story telling and discussion guiding sections. Based on the research results, the study also develops a job aid to provide guidance for practitioners who need to produce some audio instructional materials.
