教室內的數位學習劇場與戲劇式學習

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黃琪雯(Chi-Wen Huang) 查詢紙本館藏

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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)

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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

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指導教授

陳國棟(Gwo-Dong Chen)

審核日期

2017-11-28

推文