跨域課程專題導向學習的成果探究：以教育戲劇融入心理學為例

Exploring the Outcomes of Interdisciplinary Project-Based Learning: A Case Study of Integrating Drama-in-Education into Psychology

本研究目的是基於解決「心理學」課程中所遇到的教學困境，包括學生難以掌握心理學要義，以及困難於將心理學知識運用於生活中；運用行動研究探討藝術類科大學生在融入教育戲劇之「心理學」跨域課程專題導向學習的歷程與結果。研究參與者為某藝術大學之修習通識「心理學」課程，共38位學生。本研究採行動研究法，以改善實務教學上的困境。為了使資料豐富與飽和，蒐集多方資料來源交互檢視，包括蒐集教學者省思18份、課堂個人心得268份、小組歷程檔案30份，以及焦點團體訪談文本6份等，其中焦點團體訪談為整體課程結束後陸續約訪6組，每組約90分鐘。研究結果有二：(1)心理學知識學習的進程，共有「融合」與「轉化」兩大主題，包括個人生活經驗與心理學知識的「融合」：理解、應用，以及在情節創作中「轉化」心理學知識：分析、類化；(2)跨域課程專題導向學習的效益，包括「自在交流與溝通遷就」、「對話揣摩與包容差異」，以及「團結合作與成就目標」共三項。研究之重要啟發，本課程具有「心理學」既定目標與18週時間限制，屬固定結構的跨域課程模式；課程設計考量不同領域的橫跨時，需兼顧學習者的先備領域與學習風格；跨域課程專題導向學習的效益包含了夥伴間能交流與溝通、對話與包容，以及合作與成就等知識學習之外的收穫。

To address the challenges faced in teaching psychology courses, particularly students’difficulties in understanding the key concepts of psychology and applying psychological knowledge to their lives, this study employed action research to examine the experiences and outcomes of university arts students in a cross-disciplinary psychology course engaged in topic-oriented learning integrated with educational drama. The study involved 38 students enrolled in a general psychology course at the university of the Arts. This research mainly adopted the action research method to tackle practical teaching challenges. A range of data was collected for analysis, including 18 teacher reflections, 268 individual classroom experience is more precise in academic reporting, 30 group history files, and transcripts from 6 focus group interview. Following the course, six groups were visited for 90 minutes each. The research yielded two primary findings: The first pertained to the process of learning psychology knowledge, highlighting two major themes:“fusion”of personal life experience and psychology knowledge—encompassing understanding and application; and“transformation”of psychology knowledge in plot creation—focusing on analysis and generalization. The second finding concerned the effectiveness of project-based interdisciplinary curricula, emphasizing aspects such as“Ease of Communication and Adaptive Negotiation”,“Empathetic Dialogue and Tolerance of Differences”, and“Unified Cooperation and Achievement of Goals.”Based on these findings, specific recommendations were formulated. A notable contribution of this research was the demonstration of was an 18-week“Psychology”course as a model of“intentional”interdisciplinary curriculum. When designing interdisciplinary curricula, it was crucial to consider the learners’prior knowledge and learning styles. The benefits of project-based interdisciplinary curriculum learning include gains beyond knowledge acquisition, such as the ability among partners to communicate and negotiate, engage in dialogue and tolerate, as well as to cooperate and achieve goals.