創作性戲劇融入注音符號語音課程之行動研究-以胡志明市台灣學校國小低年級學生為例

Abstract

本研究以越南胡志明市台灣學校國小低年級學生為研究對象，旨在從學生和教學者的角度，分享創作性戲劇融入在注音符號語音課程的實踐經驗。研究者依據系統設計理論發展以創作性戲劇融入華語語音教學的課程設計，規劃為期五週、十次的教學行動循環，採取觀察法、訪談法與注音符號診斷測驗，收集課堂上的教師觀察、錄影、訪談紀錄和教學日誌等質性資料，以及量化測驗結果，並加以歸納、整理，分析創作性戲劇融入語音教學在實務上的可行性，以及對學生在注音符號能力和學習興趣上的影響。研究結果顯示，創作性戲劇語音課程能提升學生的學習動機，也能提升學生注音符號能力，特別是在認讀方面有明顯提升。有關創作性戲劇語音課程教案編寫要點，研究者提出以下五點建議：須符合創作性戲劇的理念、具備明確的創作性戲劇課程模式、實踐創作性戲劇活動程序、針對學習內容規劃主題和情境、語音教學目標與創作性戲劇活動的高度結合。

This research takes four students from the primary grades of Taipei School in Ho Chi Minh City, Vietnam who are taught by the researchers as the research objects. It aims to share the practical experience of creative drama in the phonetic symbols course from the perspective of students and teachers. Based on the system design theory, the researcher develops the curriculum design that integrates creative drama into Chinese phonetic teaching, plans a 5-week, ten-time teaching action cycle, adopts observation methods, interview methods and phonetic symbol diagnostic test. The qualitative corpus of videos, interview records and teaching reflections are collected, summarized and sorted to analyze the practical feasibility of integrating creative drama into phonetic teaching, and its impact on students' phonetic notation ability and learning interest Research shows: The creative dramatic voice course can improve students' learning motivation.The creative drama phonetic course can improve students' phonetic notation ability, especially in recognition and reading. The main points of compiling the teaching plan of the creative drama pronunciation course are: it must conform to the concept of creative drama, have a clear creative drama curriculum model, practice the creative drama activity program, plan the theme and situation for the learning content, the pronunciation teaching goal and creativity A high degree of integration of theatrical activities.