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生命教育融入三國演義課程之遊戲式學習效益
The Effectiveness of Life Education Integrating Game-based Learning into ＂Romance of the Three Kingdoms＂ Curriculum
摘要
隨著時代快速變遷，各項挑戰接踵而來，大學生更需要接受生命教育的培育，才能在逆境中找到安身立命的價值，以增進生活適應。為使大學生能接受到生命教育的洗禮，本研究於「三國演義」課程中融入「三國爭霸戰」遊戲，讓學生體驗不同的人生情境，並嘗試了解遊戲式學習在生命教育上的效益。學期初，教師讓學生分組累積各項課程任務表現分數，而後換算為國力指標，模擬三國情境，每週進行攻伐，最終由一組統一天下。透過質化研究的「主題分析法」分析北部某醫學大學72位學生的反思作業後發現，學生在體悟現實人生的學習效益包括：1.體會現實社會的殘酷；2.體悟人生運勢跌宕起伏；3.體會成敗自處之道；在面對人生情境的學習效益則包括：1.增進團隊合作凝聚力；2.積極面對挑戰；3.學習面對失敗、接納失落；4.探索生命意義。本研究發現生命教育課程融入三國演義遊戲式教學設計，不僅讓學生親身體會《三國演義》小說的核心旨趣，更讓他們領悟終身受用的智慧，對於大學生命教育的推動，深具應用價值。
並列摘要
With the rapid changes of the times and the prevalence of artificial intelligence, students face challenges from life ethics, values, and meaning, and need more life education to increase their adaptation to stress and frustration. Recent years, violence, crimes, suicide, and drug abuse are more and more prevalent, and these are related to lack of resilience, life goals, and emotional regulation. Life education, leads young people to explore life meaning and cultivate virtue of life value aspects, can avoid above-mentioned problems. Sun (2009) proposed that life education has four major contents: 1) deepening views of life; 2) internalizing views of values; 3) integrating knowledge, emotion, intention, and behavior; 4) respecting multi-intelligence. 'Romance of the Three Kingdoms', as a Chinese novel of ancient classic, is full of extraordinary stories that are appropriate to be discussed in the field of life education. For example, in the aspect of moral judgement and ethical values, should Cao Cao kill Lu Poshe after he found that heerroneously killed all Lu's family? In addition, the second half of 'Romance of the Three Kingdoms' describes many heroes who failed or died in tragedy. By reading this part, students can experience the mental state of these protagonists, and learn how to manage emotion and increase tolerance for frustration. The experiential learning theory of Kolb (2014),an important pedagogy thatappropriate to apply to teaching life education, has four essential concepts including, concrete experience, reflective observation, abstract conceptualization, and active experimentation. Game-based learning, a type of game play that has defined learning outcomes, is utilized in many courses all over the world currently. It not only increases students' motivation to learn, but is worth exploring its learning effectiveness. According to literature reviewed by Bado (2019), teachers who lead a game in class should provide guidance before, during, and after the game to obtain ideal learning effectiveness. In order to enable students to benefit from life education, the present study put the game of 'Three Kingdoms Hegemony' into general education curriculum 'Romance of the Three Kingdoms,' and tried to explore the effectiveness of game-based learning in life education. Since the beginning of the semester, the teacher simulated the circumstances of the Three Kingdoms Era, and let students accumulate performance scores in groups. After converting scores to Governor power indexes, one group attacked another each week in week 6-14. Only one group can eventually unify all states and win the prize prepared by the teacher. The subjects of the present study are 72 students who took 'Romance of the Three Kingdoms' coursein the autumn semester of 2018 and 2019 at a northern university in Taiwan. After qualitatively analyzing the 443 reflective journals of these 72 students by the method of ＂thematic analysis,＂ it was found that the learning effectiveness oncomprehendingreallifeincludes: 1. Experiencing the cruelty of real society, e.g.: Although 'Three Kingdoms Hegemony' is just a game, it is somehow similar to a society that the weak serves as a prey to the strong after think it over….It's really accord with a snobbish society; 2. Experiencing ups and downs in life, e.g.: A storm may arise from a clear sky, and something unexpected may happen any time. No one can predict that it rained after Sima Yi was attacked by fire, and no one can predict the winner of our ten groups. 'Three Kingdoms Hegemony' is really the miniature of 'Romance of the Three Kingdoms'; 3. Realizing how to deal with success and failure by oneself, e.g.: The last session of 'Three Kingdoms Hegemony' let me deeply realize the truth of 'Pride comes before a fall'. The only way leads to success is conducting carefully, slowly and steadily, no proud to winning, and no discouraged to losing. The learning effectiveness on facing life situationsincludes: 1.Enhancing teamwork cohesiveness, e.g.: I learned a lot from my team members, no matter practical skills or attitudes towards facing matters. I think we became good friends at the end.2. Learning positive attitudes toward challenges, e.g.: We fired the first shot and challenged the Group 3 in the 'Three Kingdoms Hegemony' this week. After analyzing with classmates of team members, we found that this is the only way to win; 3.Learning to face failures and accept loss, e.g.: In retrospect, I was unhappy because of losing in some sessions, however, to think it over this moment, growing from failure made myself steadier. The meaning of 'Only those who have suffered hardships know the real meaning and joy of success' just describes this situation. 4. Exploring the meaning of life, e.g.: In a short time, I experienced coldness and warmth in the living world, and felt ups and downs of the life; it made me think what I really want? What kind of a life I want? The originally ignorant I became a little bit more mature and hold multiple viewpoints to things as well. The game-based learning design fully integrated with the curriculum not only let students actually experience the core purposes and meanings of 'Romance of the Three Kingdoms' novel, but also let them realize the wisdoms that can be used in future life. Reflective journals deepen students' learning in Kolb's four-stage processes. College faculty members who give courses in general education are suggested to think over the features of his or her own courses, design game scenes and rules, and convert tasks into competition indexes. When collocating with reflective journals, the course will not only be creative, effective, but also be loved by students. It's a pity that some negative emotions were not handled in the end of the semester because group presentations occupied too much time. When the game of 'Three Kingdoms Hegemony' was designed, luck was the most important factors that influence win or lose. It would be better if teacher can give a fully debriefing in the end of the semester, so that students would understand the deliberate design completely. Although lack of member checks, peer debriefing, and triangulation in the study design are the limitations of the present study, it would have profound application value for the promotion of game-based learning in life education for college teachers.
參考文獻
延伸閱讀
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