以創作性戲劇教學啟發幼兒創造力之行動研究
No Thumbnail Available
Date
2006-10-??
Authors
葉玉珠
葉玉環
李梅齡
彭月茵
Journal Title
Journal ISSN
Volume Title
Publisher
國立臺灣師範大學研究發展處
Office of Research and Development
Office of Research and Development
Abstract
創作性戲劇教學強調引導參與者發揮其想像力與模仿力，利用肢體及口語表達情緒，在團體互動過程中增進人際溝通的技巧，以達到身心統合的教育目的。本研究的 主要目的為：（一）透過創作性戲劇教學來啟發幼兒的創造力；（二）透過行動研究提升教師的專業知能與專業成長。本研究的主要參與者為臺北市某幼稚園4 位教師及大、中班幼兒19 人。本研究採行動研究設計；所使用的工具包括「幼兒創造力測驗」、「多元智能檢核表」、訪談問題及數位設備等。 本研究的主要結論為：（一）創作性戲劇教學有助於幼兒創造力的啟發，尤其是在「新奇性」的表現上；（二）創作性戲劇教學有助於幼兒學習動機的提升；（三） 行動研究的歷程有助於教師對「創造力教學」知能的改善以及教學行動力的提升。
Creative drama instruction encourages students to use their imagination and mimetic or imitative capacity in performance, to use their body and language in expressing emotions, and to improve their interpersonal communications during dynamic group interactions. The purposes of this study were (a) to improve preschoolers’ creativity via creative drama instruction; and (b) to increase teachers’ professional knowledge as well as their motivation to grow professionally via action research. The participants in this study included 4 teachers and 19 preschoolers in a kindergarten in Taipei City. An action research design and the following instruments were employed in this study: the Preschoolers’ Creativity Test, the Checklist of Multiple Intelligences, several interview questions, and digital equipment. This study concluded that (a) creative drama instruction contributed to the kindergarten students’ creative performance, especially with regard to novelty; (b) creative drama instruction contributed to improving kindergarten children’s learning motivation; and (c) the undertaking of action research indeed enhanced the teachers’ professional knowledge with regard to the teaching of creativity as well as enhancing their over-all ability to teach.
Creative drama instruction encourages students to use their imagination and mimetic or imitative capacity in performance, to use their body and language in expressing emotions, and to improve their interpersonal communications during dynamic group interactions. The purposes of this study were (a) to improve preschoolers’ creativity via creative drama instruction; and (b) to increase teachers’ professional knowledge as well as their motivation to grow professionally via action research. The participants in this study included 4 teachers and 19 preschoolers in a kindergarten in Taipei City. An action research design and the following instruments were employed in this study: the Preschoolers’ Creativity Test, the Checklist of Multiple Intelligences, several interview questions, and digital equipment. This study concluded that (a) creative drama instruction contributed to the kindergarten students’ creative performance, especially with regard to novelty; (b) creative drama instruction contributed to improving kindergarten children’s learning motivation; and (c) the undertaking of action research indeed enhanced the teachers’ professional knowledge with regard to the teaching of creativity as well as enhancing their over-all ability to teach.