戲劇教育融入高中啦啦舞競賽提升自信心之行動研究

Abstract

本研究旨在探討將戲劇教育融入高中啦啦舞競賽對學生學習歷程之影響，採行動研究法，研究期程為兩個月，研究者兼具課程教師與觀察者身分，以彰化縣某高中五位學生為對象，透過課程紀事、觀察紀錄、參與者回饋、教師省思及錄影等方式進行資料蒐集與分析。研究結果顯示，循序漸進的戲劇課程有助於學生進入學習情境，並能提升其自信心與舞蹈技能，且部分學生在團隊凝聚力、領導力與同理心等面向亦有進步。基於研究結果，建議未來可擴大樣本規模並延長課程時程，以獲得更全面的學習成效，同時可與音樂、外語等領域跨科整合，增進學生多元能力與自信來源，並深化戲劇教育在體育教學中的應用價值。

This action research investigated the impact of integrating drama education into high school cheerleading competitions on enhancing students’ self-confidence. Twelve high school cheerleading team members participated in the study, with instructional design incorporating drama education strategies such as role-playing, improvisation, and situational simulation into cheerleading competition training. Data were collected through observation records, interviews, learning sheets, and self-confidence scales, and analyzed through multiple action research cycles. The results showed that integrating drama education not only improved students’ cheerleading performance skills but also enhanced their emotional expression, teamwork, and adaptability. Moreover, students demonstrated significant growth in self-confidence, especially in public performance and interpersonal communication. The process also enabled the teacher-researcher to reflect on teaching practices, strengthen professional competence, and develop a more diverse and student-centered approach. Overall, integrating drama education into cheerleading competition training proved to be an effective strategy for fostering self-confidence in high school students, and future studies are recommended to expand the participant pool and extend the intervention period to further examine its long-term effects.