創造性戲劇輔導活動方案教學效果與教學困境之分析研究

A Study on Teaching Effects and Difficulties of Creative Drama Guidance Activity Program

本研究旨在探討創造性戲劇輔導活動方案對提升國小兒童人際關係之輔導成效以及教學過程中教學者遭遇的困境及因應方式，以提供未來相關輔導活動教學之參考與應用。本研究採取行動研究取向，以台南縣都會區一所小學五年級普通班學生為研究對象，利用每週八十分鐘的綜合活動課，對實驗組進行為期十二週的創造性戲劇輔導活動方案。本研究效果資料的收集與分析，分別以「兒童社交技巧量表」測得實驗組與控制組在實驗前後測的差異情形，所得資料以單因子共變數分析進行統計分析。以「社交測量問卷」之填答結果，經「社交測量3.X版軟體」電腦計分，得到次級團體分析統計與個人社會地位，以探討人際關係結構的變化情形。而教學困境與因應方式採用質性分析，歸納出類別及相關內容，以探討創造性戲劇輔導活動方案教學過程中教學者遭遇的教學困境及因應方式。根據研究結果，獲得以下結論：第一，創造性戲劇輔導活動方案無法顯著提升國小兒童社交技巧，但是可以改變國小兒童班級人際關係結構，減少班級中次級團體的數量。有助於被拒絕、被忽視與受爭議兒童個人班級社會地位的正向改變。第二，創造性戲劇輔導活動方案之教學過程中，教學者所遭遇的教學困境共有四項類別：意外或臨時小插曲所引發的教學困境、教學活動設計所引發的教學困境、活動帶領技巧所引發的困境、特定學生的干擾行為所引發的教學困境。而教學者因應教學困境的方式，共計十三項因應方式類別：簡化教學程序、當下修正活動設計、當下修正教學者的行為、堅定執行活動指導語、陳述規範、運用「邏輯的後果」、不中斷學生的演出、重複提問與講解、運用活動集中學生的注意力、運用眼神制止、建立團體公約、提供正向的轉換、運用行為改變技術。研究者根據研究發現加以討論，並提出教學實務及未來研究建議。

The purpose of this study was to investigate the guidance effects of the Creative Drama Guidance Activity Program ('the Program') on improving elementary school students' relationships and to examine teachers' predicaments/solutions for future application on guidance activities. This Action Research oriented program was conducted eighty minutes a week for twelve weeks as a multiple activities class in a grade 5 classroom at an urban school in Tainan County. The collection/analysis of the data were as follows. Children Social Skills Inventory was used to pinpoint the differences between the experiment group and the controlled group. The data was analyzed in One-Way Analysis of Covariance (ANCOVA). This author processed the results from the questionnaires of the Socio-Metric Status Inventory on Social Skill Assessments Software 3.X and out came the statistics/analysis about secondary groups and individual social status. These data were used to examine how kids' relationship structure changed. Teachers' difficulties and solutions were investigated in qualitative analysis. Different categories and related content were produced to examine teachers' obstacles and solutions. The results were as follows. Ⅰ. The Program had no significant effects on improving children's social skills, but it helped change their relationship structure and reduced the number of secondary groups. It also helped improve the social status of controversial/rejected/ignored kids. Ⅱ. Teachers might face some difficulties as four causes varied, i.e., accidents, activities, teachers' guiding skills and interruption from students. This author divided teachers' solutions into 13 categories. This author devoted a discussion to the results and offered suggestion for teaching and future studies.