戲劇技巧融入英語課程之教學研究─以基隆市一所國中為例

A Teaching Research of Applying the Drama Skills in English Curriculum: A Case Study on a Junior High School in Keelung

王菀詩(Wan-shih Wang)

指導教授 ： 黃純敏

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/碩士(2011年)

摘要

本研究主要目的在探究戲劇技巧融入國中英語課程的應用。以基隆市一所國中的八年級一個班級為研究對象。以教科書文本以及童話故事為教材內容，進行雕塑、集體畫、戲劇遊戲、說故事、角色扮演、即興表演以及戲劇扮演七種戲劇技巧融入英語課程的教學研究，以探討對教師教學以及學生學習的影響。本研究採用個案研究法，共經歷三個階段兩次課程調整的實施歷程。

透過質性研究資料分析，就課程方案內容發現戲劇技巧融入國中英語的課程方案可行且具彈性空間，課程內容部分兼顧課內外的多元體裁。不同戲劇技巧彈性融入不同的教學單元，例如戲劇遊戲融入英語單字更能展現設計的彈性。

就教學歷程發現戲劇融入英語課程的教學活動有助於師生成長，戲劇技巧與多元英語教學法的結合，讓活動活潑有創意，為不同學習型態的學生提供舞台。歷經三次教學歷程的困境，包含戲劇技巧的純熟度不足、教學活動時間不夠、班級常規的失序、教師情緒的控制、學生衝突與突發狀況的應變，都促進教師成長。

就學生學習影響發現學生學習動機的提升、學生英語學習成就的提升、發揮學生的想像力、創造力與問題解決能力，以及分組團隊合作有效提升人際關係及師生互動。學習動機的發現包含上課主動提問並給予建議、期待上課的戲劇表演、樂於繳交作業並會使用字典。學習成就的發現包含學生藉由肢體動作提高聽力與口語能力、戲劇能幫助英語單字的記憶背誦、引導式寫作增強學生的書寫與閱讀能力。創造力的發現包含戲劇主題多元且與生活經驗相關、能透過線索的相關性發揮創意與想像力、戲劇表演賦予角色新生命。就團隊合作的發現包含學生互相幫忙並解決問題、增進師生互動與同學彼此的感情。

根據上述的結論，提出以下建議：包含（一）英語教師進修應納入戲劇的相關知能以提升專業，避免戲劇融入的不熟悉導致活動的挫折；（二）英語教學可運用更多樣化的戲劇技巧或策略；（三）教學實施的各階段宜增加學生學習的前後測，讓各階段的學習成果的進步相互比較。

關鍵字

戲劇技巧 ； 英語課程 ； 英語教學 ； 個案研究 ； 基隆市

並列摘要

This is a case study about how to apply drama skills in English curriculums, what influence on students’ English learning in the eighth grade of junior high, and what introspection the researcher can acquire from the teaching process.

We experimented on seven drama skills, i.e. Sculpture, Sculpture Gallery, Dramatic Games, Story-teller, Role Play, Impromptu Performance, and Drama Play, in an English curriculum with a textbook and fairy tales as the main teaching material. A group of eighth grade students from a Junior High School in Keelung participated in our experiments. The teaching process went through three periods and two corrections of units design. After analyzing the research data qualitatively, the main findings are as summarized as follows:

From the curriculum contents, we found applying drama skills in English curriculum was flexible and feasible in terms of units design. The textbook and fairy tales effectively enriched the teaching units. Applying different drama skills in different units (such as Dramatic Games in English vocabulary teaching) demonstrated its flexibility.

From the teaching process, we found the teaching experience helped both the teacher and students in teaching and learning respectively. The combination of drama skills and multi-teaching methods of English provided the show times for different learning types of students. The difficulties encountered during the three periods in the curriculum implementation gave the teacher a chance to learn. The difficulties: the teacher wasn’t familiar with the drama skills in the first period; the dramatic activities made the time too long and shortened the teaching time on the textbook; the students were too noisy in class and made the teacher angry; the teacher had to deal with the contingencies of the teaching process.

From the learning influences on students, students’ learning motivation increased, as well as their English performance, the level of imagination and creation, and the abilities to solve questions. The relationship among students and the teacher in team works also increased. About learning motivation, students became more actively asking questions and giving suggestions in class. Besides that, they also looked forward to the drama play. They used dictionaries and were glad to hand in their homework. About learning performance, students improved their listening and oral abilities after taking part in body gestures activities. The dramatic games helped students remember English vocabularies. The guided writing enhanced students’ writing and reading abilities. About imagination and creation, students were able to rewrite the paragraphs incorporating their own diverse living experiences. They made up stories based on the clues provided by the teacher, which showed their imagination. They gave a new life to the roles in drama plays. In During the team work, the students helped each other and coped with problems encountered their drama plays. The team work increased the interaction between the teacher and students, and it raised the relationship among students as well.

We made some suggestions based on what we have described: First of all, English teachers should learn more about drama skills to improve their specialty in English teaching with drama so that the frustration of teaching process can be reduced when they want to combine drama skills with multi-teaching methods of English. Second, we can apply more drama skills or strategies to enrich English learning experience. Third, for future work, learning achievement tests should be added before and after the teaching process so that we can compare the results in the three periods of the teaching process.

並列關鍵字

Drama skills ； English curriculum ； English teaching ； Case study ； Keelung City

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