教育戲劇融入班級經營之行動研究~以臺北市一個高中班級為例

Abstract

本研究欲以教育戲劇融入班級經營之行動研究，瞭解教育戲劇融入班級經營之具體影響與可行性。研究者採取行動研究法，研究者為導師與觀察者，以任教班級參與2015年臺北市及2016年全國戲劇比賽的20位學生為主要研究對象。透過研究者的排練日誌、省思札記、學生日記、聯絡簿、活動相簿、比賽與練習錄影內容、比賽評審之專家建言等方式進行資料蒐集與分析。研究者獲得結論如下：教育戲劇融入班級經營可達成潛移默化之教育目標、教育戲劇融入班級經營可涵養新時代學生之關鍵能力、教育戲劇融入班級經營可形塑優良之班級特色。最後根據本研究結論，研究者對教學現場教師以及後續研究者提出建議，以供日後施作或研究參考。

The study was to investigate the effects and the feasibility of the integration of Educational drama on classroom management. The researcher, also the class supervisor and the observer, adopted action research to study twenty student participants who were in the 2015 local Taipei contest and in the 2016 national drama contest. Through the work journals, reflection journals, student journals, contact books, activity albums, films of contests and rehearsals and suggestions obtained by contest judges, contributed to the data for analyses. The conclusions were as follows. The integration of Educational drama on classroom management can attain the educational objectives, can develop students’ critical abilities in the new age, and can form good class characteristics. Based on the findings, the researcher provide school teachers and researchers with some suggestions for future teaching practices and research.