范聖韜Fan, Sheng-Tao古松展Ku, Sung-Chan2023-12-082023-07-032023-12-082023https://etds.lib.ntnu.edu.tw/thesis/detail/682128b5f89a413cc29e40b3582353a7/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/121782十二年國教108課綱下，不論是核心素養或是十九項議題，對於同理心的重視都更勝以往。而同理心的發展，也將從單純的如何促進，進展為如何「有效地」促進。本研究之目的，政策方面希望探索戲劇教育、角色扮演以及同理心促進的現況、問題與發展可能性。學術方面，透過瞭解同理心的概念與理論發展，分析同理心與角色扮演之特質，並探討其相互關係，以補充同理心促進和戲劇教育，理論性論述與研究較少的缺口。在實務方面，希望瞭解教育現場的教師，對於同理心促進教學研究的看法，同時比較教學研究間，對於同理心的觀點，並歸納其實踐方法，嘗試探究並解釋教學研究中，師生感受與量表存在落差的問題。考量現實中此類議題已有許多教學研究，但理論研究卻很匱乏，因此本研究放棄較為微觀的直接教學，改以宏觀的方式另闢蹊徑，通過彙整運用戲劇與其它方法，促進同理心的教學研究，跨個別研究的進行二次分析，並針對特定問題與概念進行概念分析，期間並輔以小規模的訪談蒐集資料，補充與現場的連結。本研究的發現，在政策上宜鼓勵理論性的研究，讓此議題能在戲劇教育中持續發展。學術上同理心研究需注意多元定義對後續研究造成的實際影響；同理心的劃分以概念層次觀點進行較為清晰；角色扮演係戲劇活動能夠促進同理心之關鍵因素。實務上繪本與戲劇活動為教學設計的主流，而這兩者皆大量採用角色扮演。此外，同理心量表的使用，宜追溯量表的發展脈絡，更好地判定適合施測的對象。本研究希望夠作為在實務中探詢理論，並將理論帶到現場的橋樑。Under the “108 Curriculum of 12 Year Basic Education” both the Core Competency and the 19 issues place more emphasis on empathy than ever before. The development of empathy has progressed from how to promote it in the past to how to “effectively” promote it. The purpose of this research, in terms of policy, is to explore the current status, problems, and development possibilities of theater education, role-playing, and empathy promotion.　Academically, through understanding the concept and theoretical development of empathy, this research analyzes the characteristics of empathy and role-playing, and explores their relationship, in order to enrich the lack of theoretical discourse and research in empathy promotion and theater education. In terms of practice, the researcher hope to know the teachers in the field of education, their views on empathy to promote teaching research. At the same time, the researcher compares the views on empathy between teaching and research, and summarizes its practical methods. And the researcher explores and explains, there is a gap between the feelings of teachers/students and the scale.　Considering that there are many teaching studies on this topic in the existing research, but the theoretical research is very scarce, therefore this study abandons the direct teaching of the microscopic way, and deploys the macroscopic way. The researcher integrates teaching research on the “use of drama and other methods to promote empathy” and conducts cross-study “secondary analysis” on it. For specific problems and concepts, “conceptual analysis” is adopted, and data are collected through small-scale “interviews” during this period to supplement the link with the teaching site.　The findings of this study suggest that policy should encourage theoretical research so that this issue can continue to develop in theater education. Academically, empathy research needs to pay attention to the actual impact of multiple definitions on subsequent research; the division of empathy is relatively clear from a conceptual perspective; role-playing is a key factor in promoting empathy in drama activities.　In practice, picture books and drama activities are the mainstream of instructional design, and both of them use role-playing extensively. In addition, when using of the empathy scale should trace back the development process of the scale, to better determine the subjects suitable for the test. This study bridges theory and practice as well as brings theoretical insights to the teaching field.十二年國教同理心角色扮演戲劇教育教育設計12 Year Basic EducationEmpathyRole PlayDrama EducationInstructional Designetd