教育戲劇運用於讀寫整合教學提升雙語高中生中文學習動機與表現之行動研究

Abstract

本研究旨在透過教育戲劇運用於讀寫整合策略進行教學方案設計，提升雙語高中生之中文學習動機與表現，並以此了解其對此教學的想法和學習歷程，以及教師專業成長。故透過行動研究進行，為期二十四堂課，以某國立學校雙語部之九至十一年級共15位學生為研究對象。在資料蒐集與分析上，量化資料部分包括「中文學習動機與態度量表」的前後測，以及與合作教師共同制定之「中文劇本書寫評量規準」，兩者以無母數統計法分析結果，以了解學生在中文學習動機和表現上的變化。質化部分則透過文件分析、參與式觀察及訪談探究教與學之歷程。

硏究結果有三：第一，教育戲劇運用於讀寫整合教學方案之內容，根據對參與者的SWOT分析進行符合學習脈絡之安排。首先是劇本讀寫策略依讀寫共享知識表擬定，其次為文本及創作主題扣緊「衝突」大概念，最後則是教育戲劇策略依據文本運用「定格畫面」、「思路追蹤」、「內心鬥爭」，以及實作任務之創作與演出；而在實施過程中生師面臨時間掌握與情意層面之挑戰，因應方式為，使教學更具結構化並善用科技輔助，以及視師生為夥伴關係。第二，參與者中文學習動機和態度有顯著提升，但對外語吸引力、對教學的態度及自我努力程度未顯著改變。第三，學習表現上學生中文口說能力無顯著提升，但劇本書寫能力有顯著進步。整體而言，本研究之教學方案對雙語高中生之中文學習產生正面影響。

根據研究結果，研究者提出的建議有二，其一，在實務工作上，透過提升各面向之專業能力，並進行跨領域合作，以調整教學方案的時長及深度，同時注意其中的鷹架設計；其二，在未來研究上，可針對不同研究場域、參與者、研究主題及研究方法，以釐清雙語學生在中文學習動機、態度與表現上的改變。This study applied Drama-in-Education (DIE) strategies to integrate reading and writing, enhancing Chinese language learning motivation and performance in bilingual high school students. It aimed to understand students' perspectives and learning processes regarding this teaching approach while supporting teachers' professional development. Conducted as action research, the study involved twenty-four learning courses in a national bilingual high school, engaging fifteen students from grades 9-11.

Data collection and analysis utilized both quantitative and qualitative methods. Quantitatively, it employed the "Chinese Language Learning Motivation and Attitude Scale" and developed rubrics for evaluating Chinesescript writing. Nonparametric statistical methods were used to analyze changes in students' motivation and performance. Qualitatively, it involved document analysis, participatory observations, and interviews to explore the teaching and learning processes.

The research result revealed three main findings: Firstly, the contents of Drama-in-Education strategies integrating reading and writing were developed based on participants' SWOT analysis and the learning context. This involved three key aspects: structured reading-writing strategies using shared knowledge, aligning texts and creative themes around the big idea of"conflict," and employing DIE strategies such as "Still-Image," "Thought-Tracking," and "Voice in the Head," along with practical tasks for creation and performance. During the implementation, both teachers and students encountered challenges related to time management and affective domain, which were addressed through the restructuring of teaching methods, technological utilization, and the cultivation of a collaborative teacher-student relationship. Secondly, participants showed significant improvement in Chinese language learning motivation and attitude, although there were no significant changes observed in their interest in foreign languages, attitudes toward teaching, or self-effort levels. Thirdly, in terms of learning performance, students' Chinese speaking abilities did not notably improve, while their script-writing skills demonstrated significant progress. Overall, the teaching approach described in this study had a positive impact on the Chinese language learning of bilingual high school students.

Based on the result, the researcher provided recommendations in two aspects. First, improving diverse professional skills and interdisciplinary cooperation could adjust the duration and depth of teaching designs, focusing on scaffolding. Second, future research could investigate different settings, participants, themes, and methodologies to clarify changes in bilingual high school students' motivation, attitudes, and performance in learning Chinese.