本論文主要論述是分析執行教育部優質通識課程計畫過程中,藉由戲劇的管道讓學生在參與課程當中重新檢視自己,並藉由各種角色的扮演體驗不同的人生,能否達到探討生命的價值與存在的意義之功效。本研究的目的是期待能藉由本論述提供通識教育課程與生命探索做連結的可能性之參考。課程中安排學生從他人的角色到自己的角色或從自身角色到他人的角色扮演中,以行動的力量喚起個人的省思,乃至於團體的共識與認同;如此的藝術薰陶與行動對現代大學生在透過戲劇行為的生命教育(Life Education)理論的理解與實務的執行中,是否能夠達到相輔相成的效果?再則是否能透過戲劇的實務執行過程探索生命?以上兩點是本論最終所要探討的問題。
By executing the Project of Quality Programs of General Education for the Ministry of Education, using theatrical drama as a channel for students who participated in the project to re-examine themselves by playing various roles to experience different lives, the subject of this paper is to analyze that whether or not the value of life and the meaning of existence was explored in the process as a resulted.The objective of this research was to propose the possibility of incorporating general education curriculum with life exploration via the thesis of this paper. The class was laid out in ways that allowed the students to role play from others to themselves, or from themselves to others, to solicit personal reflections and group consensus and identity via the power of action. In executing and understanding the theory of Life Education through theatrical drama behavior, can such artistic nurturing and actions complement the education for modern college students? Also, can life be explored in the process of performing a theatrical drama play? These two questions are what this paper hopes to explore at the end.