國小戲劇課程之實作評量研究－建立「戲劇基本能力」之評分規範

本研究目的在針對「新戲劇課程架構」中「內涵I：戲劇基本能力之開發」，以行動研究建構出一套適用於國小現場之評分規範。研究者先行發展規範初稿，並至國小現場進行預試與修改。接著，訓練教師團隊以建立評分共識，並到教室進行檢測以瞭解規範使用情形與問題。透過循環性地教學觀察記錄與反思、學生實作表現和教師教學討論，不斷修正規範的內容。研究結果對「戲劇基本能力之開發」，發展出「感官想像」、「肢體動作」與「聲音口語」三份評分規範，並設計相關實作評量活動。從規範建立的過程發現，無論在縱軸向度或橫軸的等級描述，都必須留意「用詞的精確性」、「向度內容的聚焦性」、「等級描述的清楚性」。本研究結果期望提供國內一套具體可行的藝術「課程」、「教學」與「評量」的實踐模式，以及現場教師進行戲劇與表演藝術評量之參考。

關鍵字

表演藝術；戲劇教育；實作評量；評分規範

並列摘要

This study aimed at developing a set of Scoring Rubrics based on the ”New Drama Curriculum Guidelines” for assessing ”Content I: Basic Drama Ability” in the elementary classrooms. The researcher started to set up 3 preliminary Drama Scoring Rubrics, and afterward they were revised through an action research project in the elementary classroom. 13 specially-trained teachers improved these ready-made Drama Rubrics, and then went back to their own classrooms to test the feasibility of the Rubrics and locate any problems. From the repetitive data derived from teaching observation records, teachers' reflection notes, students' actual performances, and teachers' interactive discussions, 3 Drama Content I Rubrics were developed and adapted: ”Sensation & Imagination,” ”Body & Movements” and ”Sounds & Voices.” In the process, it was also found that some pitfalls need to be avoided in describing the Rubric contents, and these included: ”usage of words,” ”focus of dimensions” and ”clarity of classifications.” It is expected that this action research will provide Performing Arts teachers with an assessment model for Drama curricula and teaching.