一位教師在戲劇課的探索與實踐-以後現代課程觀應用於中學戲劇社團為例

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一位教師在戲劇課的探索與實踐-以後現代課程觀應用於中學戲劇社團為例
著者: 翁文偲; Weng, Wen-Szu
陳韻文; Chen, Yun-Wen; 戲劇創作與應用學系碩士班
主題: 戲劇教育; 後現代課程觀; 戲劇策略; 高中社團; 行動研究; Drama Education; post-modern perspective on curriculum; drama strategies; student club; Action Research
描述: 本研究旨在探究一位戲劇教師(即研究者)如何以後現代課程觀為念，所建構出的戲劇教育課程，其面向涵蓋課程理念、課程發展與設計，以及師生學習的歷程。本研究將課程實踐於中學戲劇社團，採用行動研究為研究方法，共計十二堂課，三個課程循環，並且運用教師反思日誌、參與觀察紀錄、學生學習回饋、問卷、訪談、階段性資料與情境相關文件等方式蒐集資料。研究中，透過教師反思、人員對話以及學生的回饋，漸漸地建構出屬於師生的課程風貌。從第一循環課程，藉由前導研究選取適合主題的專家教案；延伸至第二循環課程，依據教學反思、階段分析等資料，以師生熟悉的戲劇教學方法發展戲劇課程；最後，在第三循環則是透過師生在戲劇課程經驗中，共同建構出的戲劇課程。研究結果發現，以後現代課程觀所發展出的戲劇課程涵蓋了人、時間、空間、與教學方法等不同元素的交互作用，也使戲劇課程產生動態、漸進、循環的課程特徵。透過課程實踐的歷程，研究者經驗從教學哲思、課程設計、教學方法以及師生關係上的層層轉化，與學生共同經驗在戲劇中學習的喜悅。
This study aims to explore how a drama teacher- researcher may apply post-modern perspectives to comprehend and construct drama curriculum, covering teacher’s beliefs, curriculum development and design, and how to facilitate the dynamic process of reflection in the learning process. Accordingly, this study adopts action research methodology, with the curriculum practiced in high school drama club. The course was divided into three cycles, twelve lessons in total. The research data would include teacher reflection diaries, participant observer records, student feedbacks, questionnaires, interview dialogues, periodic profiles, and contextual documents collected during the study.In this study, the drama curriculum landscape gradually took shape on the basis of teacher reflection, professional dialogues, and students’ feedback, namely, balancing between the teacher’s expertise and the learners’ experiences. At the first cycle, via pilot study, the teacher picked out the appropriate theme and the corresponding specialist teaching plan. In the second cycle, the lesson plan was made in response to the periodic profiles of the previous cycle, and in consequence, both teacher and students developed confidence and skills. In the final cycle, the teacher and students fulfilled the drama curriculum by playing in roles and making up the plot spontaneously together.According to the result of the study, a post-modern construct of drama curriculum would involve the considerations on human beings, time, spaces, and teaching methods. These different elements influence one another, and the reciprocity may generate a drama curriculum featuring dynamics, progress, and circular. Through the process of curriculum practice, the researcher experienced the transformation of teaching beliefs, curriculum designs, teaching methods, and the relationships with and among students. The researcher as a teacher experienced the joy of learning in Drama together with students.
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建立日期: 2014
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5838
資源來源: NUTN IR

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一位教師在戲劇課的探索與實踐-以後現代課程觀應用於中學戲劇社團為例

翁文偲; Weng, Wen-Szu 陳韻文; Chen, Yun-Wen; 戲劇創作與應用學系碩士班 2014

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