基於定格式漫畫戲劇之小組學習系統

A Group Learning System Based On Freeze-Frame Comic Drama

林威志(Wei-chih Lin)

指導教授 ： 陳國棟

國立中央大學/資訊電機學院/資訊工程學系/碩士(2015年)

摘要

戲劇式學習以戲劇的方式，讓學生透過角色扮演在情境裡學習，提升學生學習動機。以班為單位的戲劇式學習，因為課程時間上的限制，無法讓每一位學生都參與練習到。小組合作學習可以透過互相依賴與共同目標的情形下，讓每一個學生都參與，並且學習成就高的同學可以幫助學習成就低的學生。教室內的小組戲劇式學習，空間上不容易進行，教師難以觀察小組學習活動的過程，小組的成果也難以區分個人的表現，使得教師不易進行個別化的輔導。
本論文提出了一個可在教室內進行小組合作戲劇式學習的方法，讓學生進行定格式的漫畫式戲劇，每一個學生按照被指定的方格，進行指定的表演，連結小組內各方格成為一個漫畫式的戲劇，學生們可以互相指導給予意見，反覆演練學習內容，場景與表演透過數位化照相與錄音的方式紀錄，而小組的成果可以上傳至系統進行教室內觀摩與反思學習。教師也可透過系統即時了解各小組情形進行個別化學習輔導。
我們根據此方法製作了定格式的漫畫式戲劇系統，並在桃園市瑞塘國小五年級的三個班級(94人)實施一年的課程，實際在整學期的40%課程中使用系統進行小組活動。教師表示定格式漫畫戲劇，大幅提升學生的學習動機與學生的參與度，尤其是原來學習成就較低的，幫助學生經由反覆的練習、成果觀摩、互相幫助，知道自己的缺失、改正錯誤，老師也較容易掌握到每位學生的學習狀況。

關鍵字

情境學習 ； 合作學習 ； 定格式戲劇 ； 戲劇學習

並列摘要

Teachers can enhance students’ learning wiliness by involving drama roles in the classroom. With experiencing the process of drama performance, students can make situated learning and put themselves in the story of educational drama to absorb a variety of knowledge, which can help them learn more effectively. However, not every student can participate the existing educational drama we set in the classroom because of the time limitation. The unsatisfied part is that some students may not have the opportunity to practice and improve their learning. Group collaborative learning can solve this problem. Students with the high performance can help students with the low performance through their mutual dependence and common goals. However, due to the space limitation of a classroom, it is difficult to perform group education drama in the classroom. Besides, teachers are not easy to monitor the learning level of each group and identify personal performance by their homework and thus teachers cannot provide more complete assistance for each student.
In this paper, we introduce the new educational drama "digital video comic drama" for group collaborative learning. A video comic drama is a set of "freeze frame". The students can produce the drama by using a personal computer with our developed software. Each student is assigned to produce a freeze frame in the group. All frame combined to form a video comic drama. Students can help each other and practice the instructional content repeatedly. The drama performance is recorded on the system so that they can find their insufficient part by watching and discussing with other group performance in the classroom. Teachers can do individual tutorial by realizing each group performance through the system.
We implement a software to support our approach. The approach is introduced and applied in a local primary school. We do some relevant experiment by sampling on English course of 94 fifth grade students for a year. 40% of the course topics used our method, and others remain normal. According to the interview with teachers and analyzing video record of the class, it improves the studying motivation of students in engaging the group learning activities significantly. Students with the poor performance can improve their learning performance by doing repeated practice, obtaining help from their group, and watching others performance. The teacher can also catch the learning status of students through the complete web system.

並列關鍵字

situated learning ； collaborative learning ； freeze frame ； educational drama

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