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角色扮演在通識經典閱讀之運用-以三國演義課程為例

Role-play Technique Applied to Course of Classic Novel Reading: Taking Romance of the Three Kingdoms as Example

Abstracts


角色扮演可強化師生互動、增進學生參與度,並提升學習成效,且已有不少的運用成效報告。在通識課程融入角色扮演教學法,可使學生預先熟悉此一授課方式,體會當中的學習效益。本研究分析105學年度北部某醫學大學36位學生,在三國演義課程後接受半結構團體訪談的文本資料,嘗試了解「角色扮演」教學法對修課同學的學習效益。結果發現效益包括:1.透過融入角色體會當事人心境,提高同理心;2.提昇表達能力,增進人際互動;3.訓練台風與應變能力,延伸生活應用;4.提升課堂氣氛,增進學習效益。角色扮演教學法帶給學生不少的學習體驗與能力提昇,惟教師務必提供學生足夠的準備,如表演前心理建設、扮演前後充分指導,方能獲致最佳成效。

Parallel abstracts


Role-play technique increases teacher-student interactions, improves students' class participation, elevates students' interesting, inspire class atmosphere, and rises learning effects. There were some outcomes reported. Utilizing role-play technique in general education of a medical university would make students familiar with this technique and experience its learning effects. To understand the effects and the difficulties of role-play technique, the present study analyzed transcripts of group interviews after the class of Romance of the Three Kingdoms at a northern medical university in Taiwan in autumn, 2016. Results showed that the effects included, 1) elevating students' empathy by putting themselves in the mindset of the characters; 2) increasing students' expression ability and rising interpersonal interactions; 3) uplifting students' stage performance and extending to real life situation; 4) invigorating class atmosphere and improving learning effects. Role play technique expanded students' learning experiences and increased students' abilities according to our results, however, the leading teacher should provide sufficient guidance like mental constructions before acting and feedbacks after role-play, so that the best performance would be achieved.

References


洪志成、廖梅花(譯)(2003)。焦點團體訪談。嘉義市:濤石文化。(R.A.Krueger&M.A.Casey,2000)。
朱敬先(1989)。社會互動教學模式(第九章)。教學心理學。台北市:五南。
李梅(2009)。角色扮演與交流技巧在護理教學中的應用。全科護理,23,2160-2160。
鮑淑蘭(2005)。角色扮演在「精神科護理」教學中的應用。廣西中醫學院學報,8(3),168-169。
謝茉莉、洪利穎(2014)。醫病溝通教學的觀念與策略。人文社會與醫療學刊,1,37-56。

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