臺灣博碩士論文加值系統

本研究旨在探討戲劇融入新加坡小學三年級華文寫作過程的實施歷程，以及探討學生的學習表現和課程對他們所產生的影響。
本研究採用行動研究法，並以敘事方式敘述課程實施之歷程。本研究對象為三十位新加坡小學三年級的學生，課程實施時間為期十週，共分三個課程循環。各循環的課程設計以兒童故事《野獸國》、《自私的巨人》、《三隻小豬的真實故事》作為前文本。各循環的教學目標在於幫助學生建構寫作素材和累積語彙，同時提供他們機會創作不同文體和篇幅的寫作作品，並透過不同方式分享作品。學生創作的文體包括日記、書信、漫畫、迷你故事書、標題設計、告示和啟事，分享作品形式有集體欣賞、作品展示及圍圈分享。課程主要採用的戲劇策略有教師/學生入戲、靜像畫面、思路追蹤、訪談、會議等等。

研究結果發現，戲劇與寫作在學生學習的過程中是相輔相成的，且能製造寫作動機和真實性。戲劇不僅有效地融入寫作架構，兩者之結合亦有助於學生循序漸進地完成寫作作品。學生能於過程中展現獨創性，寫作內容相當多元和豐富。其想像力、寫作自信和興趣不僅有所提高，而且還意識到「寫作不可怕」、「寫作很有趣」、「寫作與日常生活息息相關」的觀念。學生和家長共同表示，戲劇是一個「活」的學習媒介，不僅有助於擴展想像力和增加詞彙量，而且能建立輕鬆、趣味的環境，營造了學習的動力和樂趣。在整個學習歷程中，學生成為了一個自發、自主、積極的「意義建構者」。

This research aims to examine the course implementation of integrating drama into the Chinese writing process of Primary Three students in Singapore. It studies too the students’ behavior in learning and the impact produced by these lessons.

This study adopts action research methodology, and details the course implementation using narrative inquiry. The research target was a group of 30 Primary Three students from Singapore. The course was divided into three cycles, implemented over a period of 10 weeks. Each cycle was designed to use children’s stories like “Where the Wild Things Are”, ” The Selfish Giant” and “The True Story of the Three Little Pigs” as a pretext. Helping students to build up writing source material and vocabulary were the main teaching aim in each cycle. At the same time, it provides students with opportunities to create writings of different text forms and lengths, and to share them in various ways. The students’ writings include journal entries, letters, comics, mini story books, captions, announcements and notices. The forms of sharing these writings were class/small group appreciation, exhibit displays and sharing circle. Teacher-in-role/student-in-role, freeze frame, thought tracking, interviews and meetings were the main drama conventions adopted in this course.

The research findings show that in the students’ learning process, drama and writing complemented each other, helping to establish a writing purpose and a sense of authenticity. Not only did drama effectively integrate into the writing framework, combining both allowed students to complete their works in a progressive manner. Through the process, students demonstrated their individual creativity in writing contents which were rich and varied. Apart from enhancing their imagination, confidence and interests in writing, students recognized that “writing is not frightening”, “writing can be fun” and “writing is closely related to daily life.” Both students and parents alike expressed that drama was a “live” medium for learning, helpful in developing the imagination and growing the vocabulary. It created a fun-filled, relaxed environment, and built up motivation and joy for learning. Through this course of learning, students became spontaneous, self-directed, and active meaning-makers.

中文摘要…………………………………………………………………………………i
英文摘要…………………………………………………………………………………ii
誌謝………………………………………………………………………………………iii
目次………………………………………………………………………………………iv
表次………………………………………………………………………………………vi
圖次………………………………………………………………………………………vii
第一章　緒論……………………………………………………………………………1
第一節　研究背景與動機………………………………………………………1
第二節　研究目的與問題………………………………………………………18
第三節　名詞解釋………………………………………………………………18
第四節　研究限制………………………………………………………………19
第二章　文獻探討………………………………………………………………………21
第一節　孩童的遊戲和寫作之需求……………………………………………22
第二節　寫作架構………………………………………………………………26
第三節　戲劇教育之理念………………………………………………………36
第四節　寫作與戲劇教育之關係………………………………………………44
第五節　戲劇應用於寫作教學之相關研究……………………………………51
第三章　研究方法………………………………………………………………………56
第一節　研究方法與研究設計…………………………………………………56
第二節　研究場域與對象………………………………………………………63
第三節　資料收集與分析………………………………………………………66
第四節　課程設計………………………………………………………………74
第四章　研究結果………………………………………………………………………81
第一節　課程循環歷程之敘事…………………………………………………83
第二節　戲劇教育對學生寫作學習的影響……………………………………156

第五章　結論與建議……………………………………………………………………195
第一節　結論……………………………………………………………………195
第二節　建議……………………………………………………………………198　參考文獻…………………………………………………………………………………202
附錄一　　循環一之《野獸國》教案與學習單………………………………………212
附錄二　　循環二之《自私的巨人》教案與學習單…………………………………223
附錄三　　循環三之《三隻小豬的真實故事》教案與學習單………………………239
附錄四　　學生課前問卷調查…………………………………………………………253
附錄五　　家長課前問卷調查…………………………………………………………254
附錄六　　學生課後問卷調查…………………………………………………………256
附錄七　　家長課後問卷調查…………………………………………………………259
附錄八　　學生課前問卷調查統計……………………………………………………261
附錄九　　家長課前問卷調查統計……………………………………………………262
附錄十　　學生課後問卷調查統計……………………………………………………264
附錄十一　家長課後問卷調查統計……………………………………………………270
附錄十二　學生與家長問卷回饋：戲劇融入寫作課與平時華文寫作課不同之處…274

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