故事是自由的！－戲劇融入無字圖畫書教學之敘事探究

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題名:
故事是自由的！－戲劇融入無字圖畫書教學之敘事探究
著者: 鄭晏如; Cheng, Yen-ju
張麗玉; Li-Yu Chang; 戲劇創作與應用學系碩士班
主題: 無字圖畫書; 教育戲劇; 戲劇策略; 敘事探究; 行動研究; wordless picture books; educational drama; drama conventions; elementary school children; narrative inquiry; action research
描述: 本研究是以敘事探究建構一則戲劇融入無字圖畫書教學的行動實踐故事，探討戲劇融入無字圖畫書的教學設計歷程，以及國小二年級學生在戲劇活動中敘述無字圖畫書的經驗，並由研究者敘說自己身兼教學者在行動歷程中的教學經驗，從中探究與觀察者、諍友和戲劇教育學者多向對話互饋而成的教學反思。研究發現如下：一、課程設計：運用無字圖畫書圖像敘事發展戲劇課程，藉由戲劇活動探究圖像故事，以彈性留白為原則，規劃教學基架為暖身、觀賞圖像畫面走進故事、推測故事動機、探究圖像敘事概念、推想、創作、呈現故事、圖片—照片連結討論、畫寫反映課程、課間討論軼事等，建議以具基本敘事結構且內涵具詮釋空間的無字圖畫書做為課程題材。二、學生經驗：學生以多元敘事語言說、演、寫、畫故事容顏，在活動中學習小組合作協調，和他人交換連結經驗、思維與對話，逐漸形塑「故事是自由的」認知。三、教學省思：教學者回觀自己的反省思辨歷程，發現戲劇策略應在原則框架中彈性應用，而於動態教學歷程裡須順勢應變地與學生同在，理解學生所思所見，並將之反應回饋於接續的教學活動設計中。四、教學故事：這是一個由反映、實踐經驗組成的行動教學研究，其中往來回復的經驗、對話、觀點、故事與省思，讓教學成了流動的有機經驗敘事。
This research adopted the methodology of narrative inquiry, which aimed toinvestigate the process of teaching and learning in the integration of drama andwordless picture books for Grade Two elementary school students. It examined, too,the process of students’ creating stories through drama, the researcher’s teachingexperience, as well as the researcher’s reflective conversations with the observers andthe professional drama educators. The research findings are as follows:1. Course designThe integration of drama and wordless picture books teaching enables students toexplore stories with greater flexibility and wider perspective. The teaching frameworkallows the researcher and her students to warm up, watch story pictures, predict storymotives, explore picture narratives, create and present stories, have discussions onstories associated with pictures, reflect on stories in terms of drawing and writing, andtalk about what happened in class, etc. The researcher, therefore, recommendschoosing wordless picture books with basic narrative structures which can beinterpreted at will, in designing the courses.2. Students’ experiencesThe students narrated the story in a multifaceted way using the forms of oralpresentation, performing, writing, drawing and group discussion in which they werebeing able to learn how to work and cooperate as a team and to exchange experiences,ideas and dialogues with their peers; in the end, they would perceive that stories werefree to interpret as time rolled on.3. Teaching reflectionsThe researcher reflected that the forms and principles of drama conventionsshould be operated with a consistent conceptual framework, while applied withiiiflexibility so as to cater for the students’ needs and know their opinions and feedbackin the dynamic process of teaching, which, thereafter, were used in the subsequentlesson designs.4. A narrative of teachingComposed of both reflections and actions was the study in which experiences,dialogues, viewpoints, stories and reflections were recursively interwoven, making theresearcher’s teaching a dynamic and organic inquiry.
碩士
建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1269
資源來源: NUTN IR

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故事是自由的！－戲劇融入無字圖畫書教學之敘事探究

鄭晏如; Cheng, Yen-ju 張麗玉; Li-Yu Chang; 戲劇創作與應用學系碩士班 2012

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