研究生: |
邱子庭 Chiu, Tzu-Ting |
---|---|
論文名稱: |
教育戲劇運用於讀寫整合教學提升雙語高中生中文學習動機與表現之行動研究 An Action Research of Enhancing Bilingual High School Students' Learning Motivation and Performance in Chinese by Integrated Reading-Writing Instruction with Drama in Education |
指導教授: |
唐淑華
Tang, Shu-Hua |
口試委員: |
章勝傑
Chang, Simon 林君憶 Lin, Chun-Yi 唐淑華 Tang, Shu-hua |
口試日期: | 2023/07/28 |
學位類別: |
碩士 Master |
系所名稱: |
課程與教學研究所 Graduate Institute of Curriculum and Instruction |
論文出版年: | 2024 |
畢業學年度: | 112 |
語文別: | 中文 |
論文頁數: | 125 |
中文關鍵詞: | 讀寫整合 、教育戲劇 、中文學習動機 、雙語高中生 |
英文關鍵詞: | Integrated Reading-Writing, Drama in Education (DIE), Chinese Learning Motivation, Bilingual High School Students |
研究方法: | 行動研究法 |
DOI URL: | http://doi.org/10.6345/NTNU202400100 |
論文種類: | 學術論文 |
相關次數: | 點閱:108 下載:23 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在透過教育戲劇運用於讀寫整合策略進行教學方案設計,提升雙語高中生之中文學習動機與表現,並以此了解其對此教學的想法和學習歷程,以及教師專業成長。故透過行動研究進行,為期二十四堂課,以某國立學校雙語部之九至十一年級共15位學生為研究對象。
在資料蒐集與分析上,量化資料部分包括「中文學習動機與態度量表」的前後測,以及與合作教師共同制定之「中文劇本書寫評量規準」,兩者以無母數統計法分析結果,以了解學生在中文學習動機和表現上的變化。質化部分則透過文件分析、參與式觀察及訪談探究教與學之歷程。
硏究結果有三:第一,教育戲劇運用於讀寫整合教學方案之內容,根據對參與者的SWOT分析進行符合學習脈絡之安排。首先是劇本讀寫策略依讀寫共享知識表擬定,其次為文本及創作主題扣緊「衝突」大概念,最後則是教育戲劇策略依據文本運用「定格畫面」、「思路追蹤」、「內心鬥爭」,以及實作任務之創作與演出;而在實施過程中生師面臨時間掌握與情意層面之挑戰,因應方式為,使教學更具結構化並善用科技輔助,以及視師生為夥伴關係。第二,參與者中文學習動機和態度有顯著提升,但對外語吸引力、對教學的態度及自我努力程度未顯著改變。第三,學習表現上學生中文口說能力無顯著提升,但劇本書寫能力有顯著進步。整體而言,本研究之教學方案對雙語高中生之中文學習產生正面影響。
根據研究結果,研究者提出的建議有二,其一,在實務工作上,透過提升各面向之專業能力,並進行跨領域合作,以調整教學方案的時長及深度,同時注意其中的鷹架設計;其二,在未來研究上,可針對不同研究場域、參與者、研究主題及研究方法,以釐清雙語學生在中文學習動機、態度與表現上的改變。
This study applied Drama-in-Education (DIE) strategies to integrate reading and writing, enhancing Chinese language learning motivation and performance in bilingual high school students. It aimed to understand students' perspectives and learning processes regarding this teaching approach while supporting teachers' professional development. Conducted as action research, the study involved twenty-four learning courses in a national bilingual high school, engaging fifteen students from grades 9-11.
Data collection and analysis utilized both quantitative and qualitative methods. Quantitatively, it employed the "Chinese Language Learning Motivation and Attitude Scale" and developed rubrics for evaluating Chinese script writing. Nonparametric statistical methods were used to analyze changes in students' motivation and performance. Qualitatively, it involved document analysis, participatory observations, and interviews to explore the teaching and learning processes.
The research result revealed three main findings: Firstly, the contents of Drama-in-Education strategies integrating reading and writing were developed based on participants' SWOT analysis and the learning context. This involved three key aspects: structured reading-writing strategies using shared knowledge, aligning texts and creative themes around the big idea of "conflict," and employing DIE strategies such as "Still-Image," "Thought-Tracking," and "Voice in the Head," along with practical tasks for creation and performance. During the implementation, both teachers and students encountered challenges related to time management and affective domain, which were addressed through the restructuring of teaching methods, technological utilization, and the cultivation of a collaborative teacher-student relationship. Secondly, participants showed significant improvement in Chinese language learning motivation and attitude, although there were no significant changes observed in their interest in foreign languages, attitudes toward teaching, or self-effort levels. Thirdly, in terms of learning performance, students' Chinese speaking abilities did not notably improve, while their script-writing skills demonstrated significant progress. Overall, the teaching approach described in this study had a positive impact on the Chinese language learning of bilingual high school students.
Based on the result, the researcher provided recommendations in two aspects. First, improving diverse professional skills and interdisciplinary cooperation could adjust the duration and depth of teaching designs, focusing on scaffolding. Second, future research could investigate different settings, participants, themes, and methodologies to clarify changes in bilingual high school students' motivation, attitudes, and performance in learning Chinese.
中文部分
Adler,M. J., & Van Daren, C.(2003)。如何閱讀一本書(郝明義、朱衣譯)。臺灣商務。(原著出版於1972年)
Bertolt Brecht(1990)。布萊希特論戲劇(丁揚忠等譯)。中國戲劇。(原著出版年:1949)
McTighe, J. & Wiggins,G.(2008)。重理解的課程設計:專業發展實用手冊(賴麗珍譯)。心理。(原著出版於2004年)
McTighe, J. & Wiggins,G.(2016)。核心問題:開啟學生理解之門(侯秋玲、吳敏而,譯)。心理。(原著出版於2013年)
Neelands, J., & Goode, T.(2005)。建構戲劇:戲劇教學策略70式(舒志義、李慧心譯)。財團法人 成長文教基金會。(原著出版於1990年)
Owen, M.(1999)。表演藝術入門:表演初學者實務手冊(郭玉珍,譯)。亞太圖書。(原著出版於1992年)
Pressley, M.(2010)。有效的讀寫教學──平衡取向教學(曾世杰譯)。心理。(原著出版於2006年)
丁有寬(1995)。丁有寬讀寫結合教學教例與經驗。人民日報。
于善祿(2007)。波瓦軍械庫:預演革命的受壓迫者美學。黑眼睛文化。
王淑芬(2019)。少年小說怎麼讀?:從讀到解讀,帶孩子從小說中培養閱讀素養。親子天下。
王菀詩(2010)。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[未出版之碩士論文]。國立臺灣師範大學。
王壽山(2007)。中學生主體性作文教學研究。人民教育。
王瓊珠(2010)。故事結構教學與分享閱讀(二版)。心理。
朱作仁(1993)。小學生作文教學心理學。福建教育出版社。
何英奇(1988)。大專學生之責任感與自我統整:艾立克森青年自我統整理論之倫理分析。教育心理學報,21,77-98。
吳敏而(2012)。讀與寫的連結。教師天地,181,16-23。
吳璧純、詹志禹(2018)。從能力本位到素養導向教育的演進,發展及反思。教育研究與發展期刊,14(2),35-64。
李玉貴(2005)。解構現行課文教學的呼籲與實踐——從讀寫結合取像寫作鷹架談起。載於王開府、陳麗桂(編),國文作文教學的理論與實務(1-40頁)。心理。
林永豐(2018)。延續或斷裂?從能力到素養的課程改革意涵,課程研究,13(2),1-20。
林品萱(2015)。運用ARCS動機模式實施國小六年級英語科學繪本閱讀理解策略教學[未出版之碩士論文]。國立臺中教育大學。
邱皓政、林碧芳(2017)。統計學:原理與應用(三版)。五南。
洪淑蘭(2018)。應用角色扮演法提升高職學生英語學習效能之行動研究[未出版之碩士論文]。國立臺東大學。
柯宜中、林淑敏(2017)。跨語實踐理念對臺灣英語教學之啟示。英語教學期刊,41(1),33-61。
倪曉雯(2013)。讀寫整合融入話題作文對國小六年級學生寫作表現及寫作動機之行動研究[未出版之碩士論文]。國立臺南大學。
唐淑華(2004)。情意教學-故事討論取向。心理。
唐淑華、林烘煜(2016)。從「透過閱讀而學習」到「透過寫作而理解」——論辨式寫作在青少年探究「人與己」及「人與他人」大問題上的應用(I)(II)(NSC103-2420-H-003-014-MYZ)。行政院科技部人文處。
唐淑華(2017)。中學活動閱讀新猷:以多文本讀寫進行大問題探索。教育研究月刊,279,58-75。
唐淑華(2018)。青少年閱讀素養之培育。學富。
張春興(2006)。教育心理學──三化取向的理論與實踐(修訂版)。東華。
張雅鳳 (2016)。分組合作學習對不同學習成就學生的學習動機之影響:以國中國文科為例[未出版之碩士論文]。國立中山大學。
教育部(2018)。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校國語文領域。教育部。
曹雅筑(2016)。運用跨領域教學提升國中學生自我認同之行動研究[未出版之碩士論文]。國立臺灣藝術大學。
陳鳳如(2000)。閱讀與寫作整合的寫作歷程模式之適配度研究。師大學報:教育類,45(1),1-18。
陳聖謨(2003)。主題式統整課程的設計與實施。教師之友,44(1),44-58。
陳仁富(2007)。教育戲劇課程設計初探。教育研究月刊,161,76-88。
陳韻文(2010)。臺灣當代戲劇教育探究。亞洲戲劇教育學刊,1(1),81-96。
陳韻文(2015)。推本溯源探究竟──創造性戲劇、教育戲劇與過程戲劇。載於顏若映、施慧美(編),臺灣藝術教育60年論文集(224-242頁)。國立臺灣藝術大學。
陳鳳如(2017)。平衡歷程與成果取向之寫作教學的理念與應用。教育研究月刊,279,15-32。
陳淑麗、曾世杰、林慧敏(2018)。以讀寫合一課程提昇五年級偏鄉地區學生的寫作能力。教育研究與發展期刊,14(4),71-100。
張培瑩(2005)。創意戲劇方案在國中英語教學上的應用[未出版之碩士論文]。國立高雄師範大學。
黃玫菁(2015)。戲劇策略融入國中英語閱讀教學[未出版之碩士論文]。國立臺南大學。
楊裕貿(2011)。議論文讀寫整合教學對國小學童閱讀與寫作成效之研究[未出版之碩士論文]。國立臺中教育大學。
廖長彥、張菀真、陳秉成、陳德懷(2016)。興趣驅動之提問式主題閱讀模式發展與評估。教育學報,44(2),1-25。
廖俞雲(2010)。國中國文讀寫結合教學設計研究[未出版之碩士論文]。國立高雄師範大學。
劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城(2010)。「國中小學習動機量表」之編製及其信、效度研究。測驗學刊,57(3),371-402。
蔡茗香(2019)。國內讀寫整合教學研究之文獻回顧與展望。語文教育學報,5,59-93。
蔡清田(2000)。教育行動研究。五南。
鍾佳穎(2015)。五月天歌曲應用於國中國文教學之研究--以寫作教學和情意教學為例[未出版之碩士論文]。國立高雄師範大學。
鍾聖校(2000)。情意溝通教學理論:從建構到實踐。五南。
蕭怡文(2009)。故事結構分析策略在國中讀寫結合教學之應用研究[未出版之碩士論文]。國立高雄師範大學。
簡莉穎(2018)。服妖之鑑:簡莉穎劇本集2。一人。
藍劍虹(1999)。現代戲劇的追尋:新演員或是新觀眾--布雷希特、莫雷諾比較研究。唐山。
西文部分
Akrofi, A. K. (2003). Play, democracy, and instruction in a first grade Ghanan ESL classroom. Journal of Social Education, 18(1), 17-23.
Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters.
Ball, D. (1983). Backwards and forwards: A technical manual for reading plays. SIU Press.
Belland, Brian & Kim, Chanmin & Hannafin, Michael. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational psychologist, 48, 243-270.
Brooks, C., Carroll, A., Gillies, R. M., & Hattie, J. (2019). A Matrix of Feedback for Learning. Australian Journal of Teacher Education, 44(4), 14-32.
Chang, L. Y. S. (2012). 'Dramatic' Language Learning in the Classroom. In Winston J. (Ed.), Second language learning through drama (pp. 6-14). Routledge.
Cheek, J. M. (1989). Identity orientations and self-interpretation. In D. M. Buss & N. Cantor (Eds.), Personality Psychology: Recent Trends and Emerging Directions (pp. 275-285). Springer-Verlag.
Cid, E., Granena, G., & Tragant, E. (2009). Constructing and validating the foreign language attitudes and goals survey (FLAGS). System, 37(3), 496-513.
Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45-78.
Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press.
Englert, C. S., & Raphael, T. E. (1988). Constructing Well-Formed Prose: Process, Structure, and Metacognitive Knowledge. Exceptional Children, 54(6), 513–520.
Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70(1), 28-34.
Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39-50.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gaudart, H. (1990). Using Drama Techniques in Language Teaching. Retrieved from ERIC database. (ED366197)
Hall, E. T., & Hall, T. (1959). The silent language (Vol. 948). Anchor books.
Hartman, J. A., & Hartman, D. K. (1995). Creating a Classroom Culture That Promotes Inquiry-Oriented Discussions: Reading and Talking about Multiple Texts. (Tech. Rep. No. 621). Center for the Study of Reading, IL: University of Illinois at Urbana-Champaign.
Heller, W. (2005). Teaching Shakespeare in the inner-city fifth-grade classroom using drama-in-education, theatrical production, and technology integration: An action research-based case study. New York University.
Heritage, M. (2013). Gathering evidence of student understanding. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 179-195). SAGE.
Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11(3), 203-270.
Lei, J. (2012). Socio-psychological factors affecting heritage language education: Case studies of Chinese American adolescents. New Waves-Educational Research & Development, 15(1),62-88
Maehr, M. L. & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371-409.
McMaster, J. C. (1998). "Doing" literature: Using drama to build literacy. The reading teacher, 51(7), 574-584.
Nelson, N., & Calfee, R. C. (Eds.). (1998). The reading-writing connection (Vol. 972). University of Chicago Press.
Neelands, J., & Goode, T. (2015). Structuring drama work. Cambridge University Press.
Nellie, M. (2006). Creative drama in the classroom and beyond. New York University.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self‐determination theory. Language learning, 50(1), 57-85.
O'Neill, C. (1995). Drama worlds: A framework for process drama. Heinemann Drama.
Oakhill, J., Cain, K., & Elbro, C. (2014). Understanding and teaching reading comprehension: A handbook. Routledge.
OECD. (2018). The future of education and skills: Education 2030. OECD.
Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 41(3), 269-303.
Parodi, G. (2007). Reading–writing connections: Discourse-oriented research. Reading and writing, 20(3), 225-250.
Rieg, S. A., & Paquette, K. R. (2009). Using drama and movement to enhance English language learners' literacy development. Journal of Instructional Psychology, 36(2), 148-155.
Smiley, S., & Bert, N. A. (2005). Playwriting: The structure of action. Yale University Press.
Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95(3), 241-262.
Stinson, M. (2007). Applying drama in English teaching.
Winston, J., & Stinson, M. (Eds.). (2016). Drama education and second language learning. Routledge.
Tompkins, G. E. (2008). Teaching Writing: Balancing process and product (5th ed.). Pearson Education.
Walmsley, S. A., & Walp, T. P. (1990). Integrating literature and composing into the language arts curriculum: Philosophy and practice. The Elementary School Journal, 90(3), 251-274.
Walmsley, S. A. (1996). 10 Ways to Improve Your Theme Teaching. Instructor, 106(1), 54-60.
Sperling, M. & Freeman, S. W. (2001). Research on writing. In V. Richardson (Ed.). Handbook of research on teaching (4th ed., pp.370-389). American Educational Research Association.
Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20(4), 369-405.