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|Title: ||支援多情境佈置之漫畫式戲劇學習的編輯及展演系統;The Construction of A multi-situational Comic Drama Learning System for English Script Writing and Performance|
|Authors: ||張芸瑄;Chang, Yun-Hsuan|
|Keywords: ||定格式戲劇;戲劇式學習;數位漫畫戲劇;編劇;合作學習;Freeze-frame;Drama Learning;Video Comic Drama;playwriting;Collaborative Learning|
|Issue Date: ||2017-10-27 14:01:04 (UTC+8)|
;The students can experience or explore learning knowledge in the situation learning environment and think about how to apply knowledge in different situations, may enable the students’ ability to apply knowledge can be enhanced. However, the construction of a situated learning environment is not easy, and it is very difficult to establish diverse situations for students to experience in a common learning environment. Thus, it would be difficult for students to learn how to apply their knowledge in a limited space. In order to provide a learning method for students to learn knowledge in near-authentic situations, making students write scripts and perform dramas in multiple scenes is an applicable way; however, there are no proper learning systems to support this learning mode.
The four scenes format of freeze frames drama for performance and scriptwriting is one of the approaches to perform the comic expression of the situation. This study advanced a digital system of performance and scriptwriting that supports the learning situations of knowledge application. We apply the collaborative learning design, having students write scripts in groups. Students can use the diverse situations and props provided by the system to imagine how to combine and apply related knowledge in different situations. They can also create the textbook-based story plots that allow themselves to apply related knowledge through scriptwriting. Using a specific scene can attract students to combine more related and applicable environments to design and create more scenes for them to learn through exploration and acquire more related knowledge to enhance their knowledge-applying ability. When the creation of a scene is completed, students can perform freeze-frame dramas to enter the situations created by themselves. The stage equipped with props can give students a feeling as if they were in an authentic situation, and this feeling can strengthen students’ impression of the learning situation and knowledge application.
After this method was applied to the English courses of the higher grades in an elementary school for one year, the results of research interviews and questionnaires showed students like the situated learning provided by this drama-learning system more than the textbook situation teaching materials. The diverse situations and props provided by the system is more immersive than the shoot around the classroom as a situation environment. The experimental result shows that a digital system of performance and scriptwriting that supports the learning situations could enhance student′s ability of applying the learned knowledge in various situations.
|Appears in Collections:||[軟體工程研究所 ] 博碩士論文|
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