教室內的數位學習劇場與戲劇式學習

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：16

、訪客IP：3.142.255.252

姓名

黃琪雯(Chi-Wen Huang) 查詢紙本館藏

畢業系所

資訊工程學系

論文名稱

教室內的數位學習劇場與戲劇式學習
(A Digital Learning Theater and Drama-based learning in the classroom)

相關論文

★ 學習馬賽克-以教科書內容置入平板之合作式情境學習遊樂場	★ 為使用知識而設計的電子書- 以參考手冊為模式的電子書設計
★ 為使用知識而設計的電子書- 將紙本書籍以及電子書提供社群共建的機制	★ 高互動低資源損耗之課堂學習系統設計與實際教學環境導入接受度探討
★ 依學生偏好及學習狀態建構之學習輔助者與知識協尋系統	★ 網路資訊與學習系統之中文全文探勘工具
★ 支援使用者觀點之線上分析系統	★ 由網站行為歷程以貝式學習建立學習者模式之引導系統
★ 網路合作學習系統與小組互動觀察工具	★ 依作品集評量方式並支援學習狀況分析與監控之網路學習系統
★ 網路學習歷程之知識探索：學習效能評鑑之工具	★ 網路學習系統之手機端學習輔助系統
★ 以網站行為的歷程建立具時間性學習者模式	★ 行動學習資訊系統-學生端網路學習伺服器與個人數位助理端之學習系統
★ 應用貝式學習及決策樹之群組溝通網路監控系統	★ 以網路群組作品及活動依角色分析之群組合作監控系統

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

在傳統的課堂教學中建立情境式的學習環境是不容易的，而戲劇式教學可以讓學習者透過角色扮演的方式將學習內容情境化，讓學習者在戲劇營造的情境中體驗與學習．但是在教室內實施傳統的戲劇式學習常需要花費許多時間在教材內容的轉換以及環境的架設或是服裝道具的準備．
本研究提出一個可以在教室內實施戲劇式學習的數位學習劇場，將學習者置入數位學習劇場所提供的擬真情境中學習，並讓教學現場的老師可以快速地將教材轉化為戲劇式學習的劇本，並且提供數位的道具與服裝等物件，讓老師可以方便且快速地在教室內建立戲劇式學習的環境，也讓學生可以在情境化的戲劇式學習環境中理解知識、體驗知識以及反思．
本研究以實際導入教學現場為主要考量，並在本篇研究中提出兩個實際導入的教學案例．第一個是在英語為第二外語的教學上，學習者在數位學習劇場所提供的擬真情境中學習，除了可以身歷情境的與同儕練習口說以及熟悉在不同情境中的對話應用外，也可以藉由與場景互動的趣味性增加學習動機．目前已導入每一課的教學規劃長達三年．另外是在母語的教學上，學生在數位學習劇場的展演活動不僅可以體驗與感受文章中角色的心境，也透過展演前編劇的活動幫助他們更了解文章的內容與架構，甚至在展演後的創意寫作更有發揮與想像的空間．
數位學習劇場除了在教學現場實施長達三年，也陸續擴展至台灣的桃園市以及台中市共六所國小的課程中，並且有三所大學應用至大學的課堂中．

摘要(英)

This study proposes to construct a digital drama-based learning environment with long-term experiences in building a situated learning environment in a classroom. Such a constructed learning environment would not only largely save the budget for purchasing extra equipment but also reduce teachers’ worry about updating the digital devices. In the system design, this study takes into account of the shortcomings of conducting traditional drama-based learning in a classroom and allows teachers to quickly present the drama-based teaching materials at hand in the digital learning theater.
In foreign language (English) learning, the study adopts digital drama-based learning approach. Learners’ images can be captured and embedded in near-authentic scenarios in the Digital Learning Theater. They can experience the situation, practice speaking with peers, and become familiar with and apply the learned conversations to different situations. In addition, students can be more motivated and interested in learning by interacting with the scenario in the Digital Learning Theater. As to the application of the learning theater to mother language (Chinese) learning, students consider that scriptwriting helps them better understand the content and framework of the texts. Performance activities also allow students to experience and realize characters’ feelings, and students would actively memorize their lines and rehearse to impress themselves with the text in order to perform in the situated scenarios. In addition, students agree that they could come up with more ideas in their writing with the experiences in scriptwriting and acting in the near-authentic situations. As instructors are correcting students’ compositions, they notice that students would depict in their essays the experiences in the scriptwriting and performance. The above-mentioned instance best illustrates that performing in the near-authentic scenarios helps improve students’ capability in writing. The Digital Learning Theater has been applied to the teaching for three years, and there are six elementary schools in total in Taoyuan City and Taichung City adopting such learning approaches in their formal curriculum; moreover, there are three universities applying the Digital Learning Theater in their courses.

關鍵字(中)

★ 情境式學習
★ 戲劇式學習
★ 數位學習劇場

關鍵字(英)

★ Situated Learning
★ Drama in Education
★ Digital Learning Theater

論文目次

摘要 I
ABSTRACT II
致謝 III
LIST OF FIGURES VII
LIST OF TABLES VIII
CHAPTER 1 INTRODUCTION 1
1.1 BACKGROUND 1
1.2 MOTIVATION 2
1.3 PROBLEMS AND SOLUTIONS 3
1.3.1 Constructing the Digital Learning Theater in a classroom 3
1.3.2 Instruction design of drama-based learning 3
CHAPTER 2 LITERATURE REVIEW 4
2.1 BACKGROUND OF DIGITAL LEARNING PLAYGROUND 4
2.2 DRAMA IN EDUCATION 5
2.3 DIGITAL DRAMA IN EDUCATION 7
CHAPTER 3 SYSTEM DESIGN AND IMPLEMENTATION 9
3.1 DESIGN OF DIGITAL LEARNING THEATER 9
3.2 INSTRUCTION DESIGN 13
3.3 THE CONSIDERATION OF STAKEHOLDERS 15
CHAPTER 4 PILOT STUDY AND EXPERIMENTS 17
4.1 PILOT STUDY OF THE FIRST YEAR ON DIGITAL LEARNING THEATER IN THE CLASSROOM 17
4.1.1 Teaching Process of Digital Learning Theater 17
4.1.2 The Situation of Sustainability and Modification 19
4.1.3 Experiments 19
4.1.4 Hypothesis 20
4.1.5 Questionnaire & interview 20
4.1.6 Result 20
4.1.7 Questionnaire 22
4.2 PILOT STUDY OF SECOND YEAR ON DIGITAL LEARNING THEATER IN THE CLASSROOM 23
4.2.1 Background 23
4.2.2 Questionnaire 24
4.2.3 RESULT AND DISCUSSION 24
4.2.4 Students’ Interview 25
4.2.5 Teachers’ Interview 26
4.3 SUMMARY 27
4.3.1 Long-term Academic Achievement Analysis 27
4.3.2 Different Learning Strategies in Memorizing English 31
4.3.3 The Analysis of Students’ Sense of Immersion 32
4.3.4 Preference of Interactive Elements 32
4.4 PILOT STUDY OF THE THIRD YEAR ON DIGITAL LEARNING THEATER IN THE CLASSROOM 34
4.4.1 Background 34
4.4.2 Questionnaire 36
4.4.3 RESULT AND DISCUSSION 36
4.5 PILOT STUDY OF CHINESE CLASS ON DIGITAL LEARNING THEATER IN THE CLASSROOM 39
4.5.1 Teachers’ interview 44
4.6 EXTENSION 47
CHAPTER 5 CONCLUSION AND FUTURE WORK 48
REFERENCES 50
APPENDIX 52

參考文獻

1. Anderson, M., Carroll, J., & Cameron, D. (2009). Drama education with digital technology: Bloomsbury Publishing.
2. Boggs, J. G., Mickel, A. E., & Holtom, B. C. (2007). Experiential Learning Through Interactive Drama: An Alternative To Student Role Plays. Journal of Management Education, 31(6), 832-858. doi:10.1177/1052562906294952
3. Booth, D. (1985). "Imaginary Gardens with Real Toads": Reading and Drama in Education. Theory Into Practice, 24(3), 193-198.
4. Chang, C.-w. (2009). RoboStage: Integrating position-aware robots with mixed reality to construct an authentic learning environment. National Central University.
5. Chen, K.-C., C.-J. Wu, G.-D. Chen. . (2011). A Digital Board Game Based Learning System for Authentic Learning. Paper presented at the The 11th IEEE International Conference on Advanced Learning Technologies.
6. Choi, J.-I., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.
7. Courtney, R. (1989). Play, drama & thought: The intellectual background to dramatic education: Dundurn.
8. Dewey, J. (2005). Art as Experience: Penguin.
9. Dodson, S. L. (2000). FAQs: Learning Languages through Drama. Texas papers in foreign language education, 5(1), 129-141.
10. Dodson, S. L. (2002). The educational potential of drama for ESL. Body and language: Intercultural learning through drama, 161-179.
11. Finlay-Johnson, H. (1912). The Dramatic Method of Teaching (E. M. CYR Ed.): Ginn and company.
12. Flintoff, K. (2005). Drama and technology: Teacher attitudes and perceptions. Edith Cowan University.
13. Herrington, J., Parker, J., & Boase-Jelinek, D. (2014). Connected authentic learning: Reflection and intentional learning. Australian Journal of Education, 58(1), 23-35.
14. Janudom, R., & Wasanasomsithi, P. (2009). Drama and Questioning Techniques- Powerful Tools for the Enhancement of Students’ Speaking Abilities and Positive Attitudes towards EFL Learning. ESP World, 8(5(26)), 19.
15. Jiang, J. S., et al. (2011). Constructing a digital learning playground with augmented reality and flashcard. Paper presented at the Proceedings of the 19th International Conference on Computers in Education.
16. John Seely Brown, Allan Collins, & Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 33-42.
17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation: Cambridge university press.
18. Lin, T. Y. (2014). Interactive Learning Cinema Authoring System in the Classroom. National Central University.
19. Liu, J. (2000). The power of readers theater: From reading to writing. ELT journal, 54(4), 354-361.
20. Luo, Y. F., Lin, W. C., Lin, T. Y., Huang, D. Y., Huang, C. W., & Chen, G. D. (2014). Learning Cinema Authoring System in theClassroom. Paper presented at the Proceedings of the 22nd International Conference on Computers in Education. Japan: Asia-Pacific Society for Computers in Education, Japan.
21. Miccoli, L. (2003). English through drama for oral skills development. ELT journal, 57(2), 122-129.
22. Moore, J. L., Lin, X., Schwartz, D., Petrosino, A., Hickey, D., Campbell, O., & Hmelo, C. (1994). The relationship between situated cognition and anchored instruction: A response to Tripp. Educational Technology, 34(8), 28-32.
23. Swortzell, L. (1990). International Guide to Children′s Theatre and Educational Theatre: A Historical and Geographical Source Book: Greenwood Publishing Group.
24. Vitz, K. (1983). A Review of Empirical Research in Drama and Language. Children′s Theatre Review, 32(4), 17-25.
25. WANG, C.-Y., CHEN, C.-H., WU, C.-J., CHI, Y.-L., LEE, J.-H., & CHEN, G.-D. (2010). Constructing a Digital Authentic Learning Playground by a mixed reality platform and a robot. Paper presented at the 18th International Conference on Computers in Education, Malaysia.
26. Wu, C. J., Chen, G. D., & Huang, C. W. (2014). Using digital board games for genuine communication in EFL classrooms. Educational Technology Research and Development, 62(2), 209-226. doi:10.1007/s11423-013-9329-y
27. Zyoud, D. M. (2010). Using Drama Activities and Techniques to Foster Teaching English as a Foreign Language: a Theoretical Perspective. Al Quds Open University.

指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2017-11-28

推文