創作性戲劇融入國中國文教學之研究──以〈陋室銘〉為例

Abstract

綜觀過去的研究，已確知戲劇融入教學有諸多優點，並且在許多教學場域之中亦有相關的運用，而本研究期望能透過結合表演藝術領域中創作性戲劇之元素來融入國中國文之教學，並以八年級翰林版之文言文〈陋室銘〉為例，設計跨領域教案來打造嶄新的教學情境，以量化及質性研究並進的方式蒐集資料。量化部分採用SPSS統計軟體的前後測相依樣本T檢定分析，質性部分則透過與觀課教師訪談、蒐集學生的文字回饋單來進行分析，藉以探究於戲劇融入國中國文科的教學中對國中學生學習歷程之影響，以期能培養學生對於文言文的學習樂趣與參與意願，以及提升在口語及肢體兩方面的表達能力之信心。在學生參與創作性戲劇融入文言文之教學後，研究結果發現：一、戲劇融入國文教學未能顯著提升學生對文言文之學習興趣，不過，在學生的文字回饋中，仍可發現約有八成學生有正向的體驗感受；二、口語表達能力及自信心則在此教學模式下有大幅提升；三、肢體表達能力及自信心雖未達顯著提升，但以平均數字而言仍有進步之趨勢。因此，整體而言，創作性戲劇融入國文教學仍十分具有嘗試價值及正向影響，建議未來相關研究或教學領域能修正做法並持續運用，更能提升教學成效。

Based on the past research, it is known that integrating drama into teaching has numerous advantages, and its application is seen in various teaching scenarios. This study aims to integrate creative drama into the teaching of Chinese language in junior high school. Taking the eighth-grade “Hanlin” version of classical Chinese text"lou shi ming " as an example, cross-disciplinary teaching are designed to create a new teaching scenario. Data is collected through both quantitative and qualitative research methods. The quantitative part adopts pre-test and post-test dependent samples t-test analysis by SPSS statistical software. The qualitative part adopts interviews from observing teachers and written feedback from students to analyze the impact of integrating drama into the teaching of Chinese language in junior high school. The goal is to cultivate students' interest and willingness to learn classical Chinese, as well as to enhance their confidence in oral and physical expression abilities. After students participated in the teaching, the study found that: (1) Integrating drama into Chinese language teaching did not significantly improve students' interest in classical Chinese. However, in students' written feedback, about 80% of the students reported positive experiential feelings. (2)Oral expression ability and self-confidence have been greatlyimproved under this teaching scenario. (3)Although there was no significant improvement in physical expression abilities and self-confidence, there was still a trend of progress based on the average scores. Therefore, overall, the integration of creative drama into Chinese language teaching still has great experimental value and positive impact. It is suggested that in the future, relevant research or teaching fields can adjust the practice and continue to use it, so as to improve teaching effectiveness.