創作性戲劇教學法應用於環境教育- 以陽明山國家公園志工為例

Abstract

創作性戲劇教法應用於環境教育，以陽明山國家公園的25名解說志工為教學對象，利用陽明山管理處對志工的進修課程，施以三小時之創作性戲劇環境教育。研究問題為：創作性融入陽明山國家公園解說志工環境教育的模式為何?陽明山國家公園解說志工創作性戲劇教學法模式在環境教育上可實踐之程度？陽明山國家公園解說志工將如何延續創作性戲劇環境教育?陽明山國家公園志工典範轉移創作性戲劇環境教育的程度？ 研究方法採用質量混合，25名解說志工在課程開始前前測，結束後做後測與深度訪談，將結果做交叉分析。研究結果顯示，解說志工經創作性戲劇課程後明顯提升了創造力、生態管理知識統合、戲劇表演能力。解說志工認為適合應用於小學三年級到六年級左右之學童。更進一步來說，志工認為創作性戲劇課程可使人產生興趣，經由創作性戲劇環境教育後可以有效改變學生的態度和行為。The Creative Drama program trained 25 adult volunteers who were docents at the Yangminshan National Park Administrative Office. These volunteers took a three hour advanced course, in which they learned how to apply creative drama to environmental education content. The program proposed that creative dramatic content could help visitors better understand and engage with concepts in environmental education. The first goal of research was to investigate how YangminShan national park volunteers felt about the utility of applying creative drama to environmental education, and whether they were receptive to incorporating creative drama into their education curriculum. The second goal was to explore how volunteers thought that they could apply creative drama training to environmental education content. The third goal was to examine what grade-levels the volunteers thought creative drama education was appropriate for. This research involved both qualitative and quantitative methodology. Before the start of the program, twenty five volunteers took a pretest, and after the program, they underwent post-testing and in-depth interviews. The pretests, post-tests, and in-depth interviews were cross-analyzed. Results showed that after taking this creative drama lesson, the volunteers’ creativity, interdisciplinary knowledge between ecology and management, ecological management abilities, and drama performance abilities significantly increased. Volunteers agreed that the program was appropriate for 3rdthrough 6th grade education levels.Furthermore, after completing the course, volunteers said that the Creative Drama program was highly interesting and believed that environmental content expressed through creative drama had the potential to positively change the attitudes and behaviors of students towards environmental conservation.