本研究焦點為整合創造性舞蹈與創作性戲劇之教學意涵,融合兩種教學活動相同之處,兼納相異之處,設計表演藝術跨域課程,發展表演藝術教學法。打破目前表演藝術教學舞蹈、戲劇二分法之界線與框架;並藉由批判教育學觀點省思教學方法與教師角色與學生學習關係轉化歷程,尋找轉化師生學習關係新的可能性。根據研究歷程的觀察與省思,提升研究者之教學知能,作為日後實行教學之參考。 本研究採用行動研究法,以研究者任教之國中七年級兩個班級學生為研究對象,實施為期十七週、三階段之表演藝術跨域課程,實踐表演藝術教學法;透過協同研究者課程軼事記錄表、研究者反思札記與學生回饋單三方資訊,進行研究探討與分析。 研究結果發現: 一、表演藝術跨域課程可作為整合國中表演藝術課程之教學法。 二、表演藝術教學法可延展學生其他跨際之學習。 三、教學現場打破師生界限,建立新的教學關係。 最後,研究者依據研究結論進行探討,分別依據教學者、學校行政與研究者給予建議,以作為未來表演藝術教學和後續研究之參考
The point of this essay is “to integrate creative dance and creative drama” into the performing art lesson design and development of performing arts teaching method. To merge these two educational ways’ the same aspect and different aspect becomes a new lesson content. To use across domain’s view breaks down dichotomy of barriers between Drama and Dance, and reflections on critical pedagogy idea blends into inside and transits traditional one-way teaching mode: teacher teach and student listen. To look for new possibility of teacher and student’s learning relationship, and according to the introspective of the researcher, the researcher hopes to promote her professional competence and teaching quality in the future. This research is based on Action Research Methodology. Two classes of 7th grade students had been taught by researcher for 17 weeks through three-step of performing arts courses. The result by reflection through various tools is stated as below: 1.The performing arts course could be the integrated teaching material for junior high school programme. 2.The performing arts teaching method could extend the learning contents for junior high school students. 3.To break down barrier between teacher and student, it is to establish new relationship among them.
為了持續優化網站功能與使用者體驗,本網站將Cookies分析技術用於網站營運、分析和個人化服務之目的。
若您繼續瀏覽本網站,即表示您同意本網站使用Cookies。