本研究欲透過戲劇教學策略,讓學習者透過角色、情境,進入Freire對話論中移情/神入(empathy)的對話狀態,進而緩解教室中壓迫者與被壓迫者的關係,達到真實的對話、閱讀與命名。在研究方法上,由於教育戲劇與對話論之教育哲學,皆強調個體的真實「體驗」,因採取同為重視真實體驗的現象學研究法,並依其所整理的研究步驟,分析歸納出實作結果如下:一、了解教學者與學習者間對話關係之轉變的部分,由教學者與學習者壓迫關係的存在與緩解、主客體的轉換、主動與被動之現象切入論述。二、戲劇教學策略實行對話論於國小一年級學習者態度之轉化的部分,由學習者進入角色的立場/狀態、從生活經驗中的模仿、命名、創造力之現象切入論述。最後,從實作結果,分別以教學者、學習者兩方歸納出新進戲劇教育工作者透過戲劇教學策略實行對話論之可行性。結語針對對話關係的轉變與戲劇教學策略之於對話論的實現作一總結,並提出對未來教學者本身、學習者的家庭關係以及學校三個部分作一期許與建議。
The core conception of this study is to relieve the oppression relationship in the classroom by using drama strategies. Furthermore, to achieve the true dialogue, reading, and naming between teacher and students is the final point in this research. The phenomenological method emphasizes on the individuals’ real experience as well as the main idea of Drama in Education and Freire’s Dialogism. In accordance with phenomenological method, generalization results are as follow: First, in transformation of realizing the relationship between teacher and students, it explores the existence and the remission of oppression relationship, switches of the subject and the object, and the positive and negative learning attitude. Second, the transformation of learning attitude through drama strategies is concerning the learners’ empathy into the role’s position and the situation, to imitate, to name, to create from living experience. According to results, researcher proposes specific conclusion to apply Drama in Education to relieve the oppression relationship in class.