戲劇融入英語教學之行動研究-以桃園市一國小六年級為例

An Action Research on Integrating Drama into English Teaching Sixth Graders

羅友宏(You-Hong Lou)

指導教授 ： 吳昱鋒

中原大學/人文與教育學院/教育研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000879

摘要

有鑑於台灣英語教育之城鄉差距，始終無法得到改善。到底什麼方法可以幫助偏遠鄉鎮學童，帶動他們對英語學習的興趣與動機？本研究以戲劇表演融入英語教學進行行動研究，以桃園市某一小學之六年級學生為研究對象，這群參與者的特色，普遍有學習成就低落而致缺乏學習動機的問題。
經過八個禮拜的行動進行，其間調整組別並改變劇碼。發現戲劇融入英語教學後，普遍對學生之興趣與動機均產生了帶動的作用。且得到四項結論：
一、戲劇融入英語之行動教學，能夠以戲劇之肢體行動有效平衡口語表述之焦慮。
二、戲劇融入英語之行動教學，運用小組共同行動來消除個別成員承擔的壓力。
三、戲劇融入英語之行動教學，以所需之反覆訓練深化英語口說精熟度。
四、戲劇融入英語教學，研究者必須不涉入卻又隨時置身其間。
另外研究者亦根據自己的行動研究與教學實務，而以偏鄉學生之英語提升為出發點，提出兩項研究建議，以供學界及教育界參考：
一、學生每週期達成目標，不應由少至多
二、透過行動研究的反思歷程，教學中須多培養學生自我問題解決能力

關鍵字

偏鄉差距 ； 英語教育 ； 戲劇教學 ； 雙峰現象 ； 補救教學 ； 行動研究

並列摘要

It seems to be difficult to bridge the gap between urban and rural areas in Taiwan’s English education, it has never been possible to improve. What are the methods to help children in remote districts to stimulate their interest and motivation in English learning? This action study intergrates drama performance into English teaching and takes senior students in an elementary school in Taoyuan City as the research object. This group of participants is characterized by a general lack of motivation due to low learning achievement.
After eight weeks of action, the group was adjusted, and the learning attitude was changed. It was found that after integrating drama into English teaching, the interest and motivation of the students were generally stimulated. There are four research conclusions below:
Firstly, integrating dramas into action teaching in English can effectively balance the anxiety of expressing spoken language with the body action of drama. Secondly, drama is integrated into action teaching in English, and group action is used to relieve the pressure of individual members. Thirdly, drama is integrated into action teaching to deepen the proficiency of oral English with the required repetitive training. Fourthly, when drama is integrated into English teaching, the researcher must not be involved and yet be in it anytime.
In addition, based on the action research and teaching practice of researcher’s, the researcher puts forward two suggestions about improving English of the rural students as the starting point, and provides to the academic and educational circles as reference:
Firstly, students achieve goals in every cycle, shouldn’t from least to most. Secondly, through the process of reflection in action research, students must develop more self-solving skills in teaching.

並列關鍵字

rural disparity ； English education ； drama teaching ； bimodal phenomenon ； remedial teaching ； action research

參考文獻

甄曉蘭(2007)。偏遠國中教育機會不均等問題與相關教育政策初探。教育研究集刊，53(3)，1-35。

甄曉蘭、李涵鈺(2009)。理想與現實的落差：偏遠國中實施九年一貫課程的困惑與處境。教育研究集刊，55(3)，67-98。

一、中文部份

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