- 期刊
- OpenAccess
戲劇融入教學對國中生海洋環境素養及創造力的影響
The Impact of Drama-Integrated Teaching on Marine Environmental Literacy and Creativity of Junior High School Students
摘要
本研究目的在於設計發展一套海洋永續課程，探討使用創造性戲劇教學與一般教學兩種方式進行課程後，學生的海洋環境素養及創造力是否有所提升，以及兩種教學方式間的差異；並針對課程活動及學習目標，探討學生的學習感受。研究對象為國中七年級的學生70人，採混合法設計。課程前後進行海洋環境素養及創造力測驗作為前、後測；並蒐集學生學習單、回饋表單與訪談等資料。研究結果顯示：一、創造性戲劇教學能提升學生的海洋環境素養，尤以知覺感受面向為佳。二、創造性戲劇教學能提升學生的創造思考能力，其提升效果顯著高於一般教學。三、學生在實施創造性戲劇教學之學習感受優於一般教學。此外，深入探討其價值及啟發，可於戲劇教育的價值劃分出美學素養、故事性、積極正向、人際溝通與表達、角色取替與反思五個面向；於教學實踐的啟發則歸納出學生認為最重要、深刻、喜歡的片段以之探討；並進一步發現學生更重視創造性戲劇教學整體的創作歷程。
並列摘要
This study aimed to develop a marine sustainability curriculum and investigate whether creative drama-integrated teaching and conventional teaching methods could improve students' marine environmental literacy and creativity, as well as the differences between the two methods. Moreover, it examined students' perceptions of curriculum activities and learning objectives. The subjects were 70 seventh-grade students from a junior high school, and a mixed-method design was adopted. Pre- and post-tests on marine environmental literacy and creativity were conducted before and after the curriculum, and students' worksheets, feedback, and interviews were also collected. The following findings were obtained: (1) the creative drama-integrated teaching improved students' marine environmental literacy, especially the aspect of perceptual experience; (2) the creative drama-integrated teaching improved students' creative thinking ability, and its impact of improvement is significantly better than the conventional teaching; (3) the learning perceptions of students who received drama-integrated teaching was better than conventional teaching. Through in-depth exploration, this study revealed five values of drama education: aesthetic literacy, narrative, positive attitude, interpersonal communication and expression, and perspective-taking and reflection. Moreover, it summarized the student perceptions of the curriculum's most important, impressive, and favorite parts as inspiration for teaching practices. It further found that students who received creative drama-integrated teaching paid more attention to the creation process.