戲劇遊戲對國小高年級學童發展影響之研究

The Effects of Drama Games on Children Development: Ages 11-12

本研究旨在檢視國小高年級學童透過戲劇遊戲課程，促進自我概念成長及同儕良性互動的歷程，並採用行動研究的研究法，探討研究歷程中，包括課程設計演變、學生在課程中的改變及教師之自我省思。研究主要進行四個課程循環，每個循環包括二至三週，每週兩節的課程；研究對象為研究者的二十八位導師班學生。透過研究者自我省思、觀察研究員的回饋、學生的表演週記及訪談進行資料彙整與分析，以研究發現及課堂實例交織的敘事方式呈現結果。
研究發現有三。首先，此類課程發展需注意「由簡入繁」、「性別及能力分組考量」、「納入課程反思」三原則。次之，學生在歷經課程循環後，雖然個別之進步程度不同，但自我概念建構程度及同儕良性互動頻率皆有提升。最後，教師在「外在之教學策略」應用上，需保持教學之彈性及敏銳的觀察力，並因應個別學生做調整；在保持「內在教師主觀與研究客觀對立」的平衡間，成為具反思能力之教學者。
建議未來研究者若同樣以導師班學生為對象，宜在班級經營初期便著手進行，並結合社交測量量表之前後測結果，做為較客觀研究依據的比對。

This study aims to examine the drama education courses of the senior grade elementary school students to promote the process of self-concept development and positive peer interaction. Action research was adopted so as to explore the students’ changes and the self-reflection of the teachers during the process of the study. Four action research cycles were conducted with each cycle covering 2 to 3 weeks and two periods of class every week. The subjects were 28 students from the researcher’s homeroom class. The data collection included the researchers’ self-reflection, the observer’s feedback, the students’ weekly performance reports, video recordings, and interviews. The results are presented by the findings of the study and the key features of the case students.
The findings are as follows. Firstly, it is important to follow the three principles of “starting from the simple to the complex”, “grouping based on the students’ gender and ability” and “incorporating the reflection on courses” when designing the curriculum. Secondly, after going through the course cycles, although the individual progress of the students was different, the development of the self-concept was fostered and the frequency of the peer interaction were increased, both in a positive way. Thirdly, the teachers teach in a flexible manner, keep keen observation on the students and make adjustments accordingly. They should also strike a balance between the teacher’s subjectivity and the researcher’s objectivity. This study suggests that future researchers, if they’d like to conduct similar research, should start their studies at the early stage of classroom management, in combination with the results of the pre- and post-sociometric test, in order to compare the students’ performances more objectively.