教室內的數位戲劇式學習模式

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涂雅晴(Ya-Ching Tu) 查詢紙本館藏

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軟體工程研究所

論文名稱

教室內的數位戲劇式學習模式
(Digital Drama-Based Learning Mode in the Classroom)

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摘要(中)

近年來，越來越多教師將戲劇式學習應用在語言的教學上。因為戲劇式學習可以讓學生藉由在情境中真實體驗來學習。不只可以加深學習印象，還可以讓學生在未來面對相同或類似狀況時迅速做出反應。但是要在教室的有限空間內建置出有真實感的舞台是非常不容易的。
本研究建構了戲劇學習劇場，並結合教育戲劇與經驗學習設計出可在教室內使用的數位戲劇式學習。希望學生可以透過此系統所提供的擬真環境，與數位的面具、服裝、道具的輔助，在語言的學習上能有更佳的學習體驗。數位戲劇式學習模式除了可以加強學生在外語的口說對話與句型應用的能力外，我們也針對母語的學習設計出能讓學生理解文章架構、體驗文章情感、激發學生寫作靈感的數位戲劇式學習模式。
研究結果顯示，數位戲劇式學習模式在母語的教學上，透過編劇與在擬真的情境中展演，不僅可以將文章中的情感更容易且準確地傳達給學生，對於學生在寫作上的發揮也有不錯的效果。

摘要(英)

Recently, more and more teachers use Drama-Based Learning in teaching languages. Due to Drama-Based Learning, students can learn from experiencing in real situations. It not only can deepen the impression of learning, but also allows students to respond quickly when they face the same or similar situation in the future. But to build a realistic stage is not easy in a limited space of the classroom.
This study constructed Digital Learning Theater, and combined Drama-Based Learning with Experience Learning to design Digital Drama-Based Learning which can use in the classroom. We hope that students can have a better learning experience in learning a language by using this immersive environment and digital masks, costumes, props provided by the system. Digital Drama-Based Learning can help students not only enhance their ability of conversation and sentence applications in foreign language, but also understand the structure of article, experience the emotion of article and inspired writing inspiration in mother tongue.
The results showed that through Digital Drama-Based Learning in mother tongue, teachers can express the emotion of article to students easily and accurately by using screenwriter and performances in realistic scenarios. It can also improve students′ writing ability.

關鍵字(中)

★ 教育戲劇
★ 戲劇式學習
★ 經驗學習
★ 數位學習劇場

關鍵字(英)

★ Drama in Education
★ Drama-based learing
★ Experiential learning
★ Digital Learning Theater

論文目次

中文摘要 i
Abstract ii
誌謝 iii
目錄 iv
圖目錄 vi
表目錄 viii
一、緒論 1
1-1 研究背景 1
1-2 研究動機 3
1-3 研究目標 4
1-4 研究問題與對策 5
1-5 論文架構 7
二、相關研究 8
2-1 真實情境學習 8
2-2 經驗學習（Experiential Learning） 9
2-3 教育戲劇（Drama in Education, D.I.E.） 11
2-4 學習遊樂場（Digital Learning Playground） 16
三、數位戲劇式學習模式 18
3-1 導入課程 20
3-3-1 學生準備 20
3-3-2 老師準備 21
3-2 數位戲劇式學習模式介紹 22
3-3 靜態數位戲劇式學習模式 24
3-3-1 定格式漫畫模式 24
3-3-2 四格漫畫模式 25
3-4 動態數位戲劇式學習模式 26
3-4-1 對話模式 26
3-4-2 品格故事模式 27
3-4-3 互動模式 28
3-4-4 體驗模式 29
3-4-5 面具、服裝模式 29
3-4-6 創意寫作模式 30
3-5 簡報數位戲劇式學習模式 30
3-5-1 重點HIGH LIGHT模式 30
四、系統設計與實作 31
4-1 系統流程 31
4-2 系統架構 32
4-3 環境設置 35
4-4 數位戲劇學習劇場實作 36
4-4-1 編輯系統 36
4-4-2 展演系統 39
五、課堂試用分析與討論 43
5-1 大埔國小 43
5-1-1 體驗模式 43
5-1-2 面具、服裝模式 46
5-1-3 問卷分析 50
5-1-3-1 數位面具/服裝/道具體驗與編劇學習問卷 50
5-1-3-2 Intrinsic Motivation Inventory (IMI) 內在動機問卷 52
5-1-4 學生訪談 54
5-1-5 老師訪談 56
5-2 瑞塘國小 57
5-2-1 導入前與老師訪談 57
5-2-2 創意寫作模式 59
5-2-3 問卷分析 64
5-2-3-1 數位戲劇學習劇場體驗與編劇學習問卷 64
5-2-4 學生訪談 65
5-2-5 老師訪談 66
5-3 討論 70
六、結論與未來研究 71
6-1 結論 71
6-2 未來研究 73
參考文獻 74
附錄一：課文－永不掉落的葉子 81
附錄二：課文－看戲 83
附錄三：課文－恆久的美 85
附錄四：引導式學習單 86
附錄五：分鏡腳本 88
附錄六：劇本－永不掉落的葉子 89
附錄七：劇本－看戲 95
附錄八：劇本－恆久的美（瑞塘國小第一組） 100
附錄九：劇本－恆久的美（瑞塘國小第二組） 104
附錄十：劇本－恆久的美（瑞塘國小第三組） 108
附錄十一：作文－與米勒在拾穗中相遇（一） 112
附錄十二：作文－與米勒在拾穗中相遇（二） 118
附錄十三：數位面具/服裝/道具體驗與編劇學習問卷 123
附錄十四：Intrinsic Motivation Inventory (IMI) 內在動機問卷 125
附錄十五：數位戲劇學習劇場體驗與編劇學習問卷 126

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2016-8-11

推文