頁籤選單縮合
題名 | How Can Drama as a Pedagogy Facilitate Young People’s Development of Critical Thinking Skills?=戲劇做為教學法如何增進學生的批判性思考技巧 |
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作者 | 賴恬琪; Lai, Tien-chi; |
期刊 | 戲劇教育與劇場研究 |
出版日期 | 20130300 |
卷期 | 3 2013.03[民102.03] |
頁次 | 頁57-99 |
分類號 | 521.422 |
語文 | eng |
關鍵詞 | 戲劇教育; 批判性思考; 蘇格拉底問答法; Drama and theatre education; Critical thinking; Socratic inquiry; |
中文摘要 | 以蘇格拉底(Socrates)與杜威(Dewey)對教育的哲學爲基礎,作者試圖 探索教育的真正價値,希冀建立更好的教育願景。作者主張批判性思考(critical thinking)應成爲教育的焦點,並相信戲劇和劇場可作爲教導批判性思考的媒 介,以及將人文藝術融入課程的平台。本硏究以個案硏究(case study)方式呈 現,於英國考文垂(Coventry)的一所社區小學中進行。硏究者與其它共同硏究 者一同設計教案,在同一個班級中以一週一堂課的方式,連續5週實施教學。 硏究者意欲探索戲劇在實際課堂中,對鼓勵批判性思考的功效。 硏究發現涵蓋了以下幾個重點:(1)教師入戲(Teacher-in-Role)如何影響 與鼓勵學生建立自己的論點。(2)戲劇如何引發學生多重角度的思考與形成更 開闊的思考視野。(3)情感因素如何影響批判性思考,以及(4)如何檢視學生 既有的思考模式與信念,並加以討論。 |
英文摘要 | In criticizing the problems of education in Taiwan, the author of this dissertation aims to explore the true value of education, in order to develop a better vision of it Based on the philosophy of Socrates and John Dewey, the author proposes that critical thinking skills should remain the focus of education. As a previous English teacher and an MA student in drama and theatre education, the author firmly believes that drama and theatre can be used for teaching thinking skills while incorporating arts and humanities in the curriculum. Also, the thinking process learned in the drama classes can equip pupils with transferrable skills in the future. The research took the form of a case study, and was conducted in one single class in a community primary school in Coventry. The author formed a team with three other fellow researchers, who designed and conducted five drama classes all together. All the analyzed and interpreted data were collected during the five drama class sessions in that school. The research aimed to explore drama’s efficacy in terms of promoting pupils’ critical thinking skills, and the research findings centered on major issues related to the development of critical thinking through a dramatic framework. The research findings covered the following areas of inquiry. It looked into how Teacher-in-Role affects pupils’ development of their own arguments. It also investigated how drama serves as stimulus to trigger pupils’ multiple perspectives and form broader thinking patterns. In addition, the research examined affective factors arising from the dramatic framework and discussed some examples regarding how to examine pupils’ existing belief system and how to bring them to their conscious level. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。