| dc.contributor.advisor | 司徒芝萍 | zh_TW |
| dc.contributor.advisor | Ssutu, Chih-ping | en_US |
| dc.contributor.author (Authors) | 蘇婷 | zh_TW |
| dc.contributor.author (Authors) | Su, Ting | en_US |
| dc.creator (作者) | 蘇婷 | zh_TW |
| dc.creator (作者) | Su, Ting | en_US |
| dc.date (日期) | 2005 | en_US |
| dc.date.accessioned | 14-Sep-2009 12:17:48 (UTC+8) | - |
| dc.date.available | 14-Sep-2009 12:17:48 (UTC+8) | - |
| dc.date.issued (上傳時間) | 14-Sep-2009 12:17:48 (UTC+8) | - |
| dc.identifier (Other Identifiers) | G0929510092 | en_US |
| dc.identifier.uri (URI) | https://nccur.lib.nccu.edu.tw/handle/140.119/31818 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 英國語文學系英語教學碩士在職專班 | zh_TW |
| dc.description (描述) | 92951009 | zh_TW |
| dc.description (描述) | 94 | zh_TW |
| dc.description.abstract (摘要) | 在臺灣，教授高中英語聽講課的老師常要苦思尋索如何選用教材與方法以引起學生的學習動機。研究者發現一些老師偶爾會在課堂中運用戲劇技巧，例如角色扮演以誘發學生的學習興趣。是以引發研究者的研究動機：嘗試應用一套有系統、有效又完整的「戲劇教學法」順利推進課程。 是以，研究者採用國立政治大學英國語文學系教師研究團隊在政大實小所進行的英語戲劇教學模式，在英語聽講課進行一學期的實驗教學行動研究。亟盼透過本研究成果提供不熟悉戲劇教學或擔心戲劇教學費時的英語教師們，一種非傳統式的英語聽講課。 本研究採質性研究，研究對象為32名高中一年級學生，研究者依上述教學研究模式設計15週的教學活動，研究資料採集研究者的上課觀察、錄影、學生回饋單、三份問卷、學生公演錄影及後測，加以分析整理出研究結果。 研究結果發現97%的學生喜歡此種戲劇實驗教學，特別是經過戲劇教學中劇本創作和不斷的演練、.及公演，學生的學習動機、語言能力、創造力及其它技能如布景服裝設計也因而增進。而此種課程可融合「語言教學」、「多元智慧」及「合作學習」等教學方法，提升學生的學習動機及語言能力，並可激發學生在戲劇表演及英語表達應用上的創造力。值得推廣。 | zh_TW |
| dc.description.abstract (摘要) | In Taiwan, English listening and speaking classes often trouble many English teachers with having to choose proper teaching materials or class activities to motivate students. The researcher observed some current teachers occasionally used some dramatic techniques, such as role play to elevate students’ interest. This motivated the present researcher to employ a more comprehensive and systematic drama teaching strategy in this course. Therefore, the researcher applied the model that was conducted in National Chengchi University Experimental Elementary School by a team of researchers at the English Department of the National Chengchi University to do this experimental drama teaching. The present research aims to provide the English teachers who are not good at drama teaching or view drama teaching as time consuming with a favorable, non-traditional method in the listening and speaking course. The participants included in this research were 32 students of the 10th grade. The researcher designed a 15-week course activities based on the NCCU model. A qualitative research method was utilized in this research. Data from the researcher’s observation, videotaping, students’ reflection, three questionnaires, students’ work, the formal performance videotaping and a post test were collected and analyzed to assess the effects of this action research. The findings indicated 97% of students liked this experimental drama teaching. Especially, through script creation, rehearsals and the formal performance, students’ learning motivation, four skills of language learning, creativity and other skills such as property and costume designs, were elevated. This course can integrate language learning, multiple intelligence theory, and cooperative learning theories to motivate and strengthen students’ proficiency and creativity in using English as a second language. Drama teaching in listening and speaking course is worthy of recommendation. . | en_US |
| dc.description.tableofcontents | Chapter 1 Introduction 1.1 Introduction and motivation 1 1.2 NCCU Research Team results (2003) 5 1.3 Purposes of the study 5 1.4 Hypotheses and research questions 6 1.5 Significance of the study 7 1.6 Terminology 7 1.6.1 Drama teaching techniques 8 1.6.2 Definition of terms used by the researcher in this research process 9 1.7 Organization of the study 10 Chapter 2 Literature Review 12 2.1 Action Research 12 2.2 The Drama Teaching Model by NCCU 13 2.3 The theories related to drama teaching 14 2.3.1 The principles and methods of drama teaching 14 2.3.2 Four skills of English learning and drama teaching 16 2.3.3 Creativity and drama teaching 16 2.3.4 Multiple Intelligences and drama teaching 17 2.3.5 Cooperative learning and drama teaching 18 2.3.6 Evaluation of students’ achievement in drama teaching 19 2.4 Summary 21 Chapter 3 Methodology 22 3.1 Participants 22 3.2 Procedures 22 Chapter 4 Research Process and Observation 4.1 General information 28 4.1.1 Time 28 4.1.2 Class locations 28 4.1.3 Classroom facility 29 4.1.4 Teaching aids used for all classes 29 4.1.5 Data forms 30 4.1.6 Grading 31 4.1.7 Regulations of the class 31 4.1.8 Lesson plans 31 4.2 Lesson plan unit 1 4.2.1 Teaching aids and data forms 32 4.2.2 Class activities 32 4.2.2.1 Creative drama game 33 4.2.2.2 Introduction of the class and the teacher 33 4.2.2.3 Pre-reading questions 33 4.2.2.4 Story-telling 34 4.2.2.5 Students’ Questionnaire One 34 4.2.3 Students’ Reflection One 36 4.2.4 The Researcher’s Observation One 37 4.3 Lesson plan unit 2 4.3.1 Materials and teaching aids 38 4.3.2 Class activities 38 4.3.2.1 Warm-up 39 4.3.2.2 Vocabulary teaching 39 4.3.2.3 Sentence pattern teaching 40 4.3.2.3.1 Role-play 40 4.3.2.5 Homework One 41 4.3.3 Students’ Reflection Two 41 4.3.4 The Researcher’s Observation Two 41 4.4 Lesson plan unit 3 4.4.1 Materials and teaching aids 43 4.4.2 Class activities 43 4.4.2.1 Warm-up: Q&A 44 4.4.2.2 Reading comprehension check 44 4.4.2.3 Introducing important vocabulary in Part Two and Part Three 44 4.4.2.4 Introducing verb tense: present perfect tense 44 4.4.2.4.1 Role-play 45 4.4.3 Students’ Reflection Three 45 4.4.4 The Researcher’s Observation Three 46 4.5 Lesson plan unit 4 4.5.1 Materials and teaching aids 47 4.5.2 Class activities 47 4.5.2.1 Role-play 48 4.5.2.2 Reading comprehension check 48 4.5.2.3 Vocabulary teaching 48 4.5.2.4 Grammar teaching 49 4.5.2.5 Homework Three 49 4.5.3 Students’ Reflection Four 49 4.5.4 The Researcher’s Observation Four 50 4.6 Lesson plan unit 5 4.6.1 Materials and teaching aids 51 4.6.2 Class activities 52 4.6.2.1 Play script introduction 52 4.6.2.2 Grouping for discussion 52 4.6.2.3 Reflection and homework 53 4.6.3 Students’ Reflection Five 53 4.6.4 The Researcher’s Observation Five 54 4.7 Lesson plan unit 6 4.7.1 Materials and teaching aids 55 4.7.2 Class activities 55 4.7.2.1 Play reading 56 4.7.2.1.1 Play reading procedure 56 4.7.2.2 Casting 58 4.7.2.3 Reflection and homework 59 4.7.3 Students’ Reflection Six 59 4.7.4 The Researcher’s Observation Six 60 4.8 Lesson plan unit 7 4.8.1 Materials and teaching aids 63 4.8.2 Class activities 63 4.8.2.1 Warm-up 63 4.8.2.1.1 Instruction 63 4.8.2.2 Discussion 64 4.8.2.3 Scene one and scene two rehearsal 64 4.8.2.4 Reflection and homework 65 4.8.3 Students’ Reflection Seven 65 4.8.4 The Researcher’s Observation Seven 66 4.9 Lesson plan unit 8 4.9.1 Materials and teaching aids 68 4.9.2 Class activities 68 4.9.2.1 Warm-up game: sword & shield 68 4.9.2.2 Scene three and scene four rehearsal 69 4.9.2.3 Teamwork distribution 69 4.9.2.4 Reflection and homework 70 4.9.3 Students’ Reflection Eight 71 4.9.4 The Researcher’s Observation Eight 72 4.10 Lesson plan unit 9 4.10.1 Materials and teaching aids 74 4.10.2 Class activities 74 4.10.2.1 Warm-up game: keeper of the keys 74 4.10.2.2 Scene five and six rehearsal 75 4.10.2.3 Group discussion of needed props, music, scenery and costumes 76 4.10.2.4 Reflection and homework 76 4.10.3 Students’ Reflection 76 4.10.4 The Researcher’s Observation Nine 76 4.11 Lesson plan unit 10 4.11.1 Materials and teaching aids 79 4.11.2 Class activities 79 4.11.2.1 Warm-up 80 4.11.2.2 First run-through for three teams 80 4.11.2.3 Discussion on first run-through 80 4.11.3 The Researcher’s Observation Ten 80 4.12 Lesson plan unit 11 4.12.1 Materials and teaching aids 82 4.12.2 Auditorium 82 4.12.3 Class activities 82 4.12.3.1 Second run-through 83 4.12.3.1.1 Instructions 83 4.12.3.2 Homework Nine 85 4.12.4 The Researcher’s Observation 11 85 4.13 Lesson plan unit 12 4.13.1 Materials and teaching aids 88 4.13.2 Class activities 88 4.13.2.1 Third run-through 89 4.13.2.2 Homework Ten 90 4.13.3 The Researcher’s Observation 12 90 4.14 Lesson plan unit 13 4.14.1 Materials and teaching aids 94 4.14.2 Class activities 94 4.14.2.1 Dress rehearsal 94 4.14.3 The Researcher’s Observation 13 95 4.15 Lesson plan unit 14 4.15.1 Materials and teaching aids 99 4.15.2 Class activities 99 4.15.2.1 Formal performance 100 4.15.3 The Researcher’s Observation 14 100 4.15.4 Questionnaire for the audience 109 4.15.4.1 Audience feedback 114 4.15.4.2 Evaluation of Audience Questionnaire 116 4.16 Lesson plan unit 15 4.16.1 Place: classroom 102 117 4.16.2 Materials and teaching aids 117 4.16.3 Class activities 117 4.16.3.1 Post Test and Students’ Questionnaire Two 117 4.16.3.2 Teacher’s comments and rewarding 118 4.16.4 The outcome of Students’ Questionnaire Two 119 4.16.4.1 Students’ peer evaluation of rehearsals and the formal performance preparation 125 4.16.4.2 Students’ feedback 125 4.16.5 The outcome of students’ Post Test 127 4.16.6 The Researcher’s Observation 15 130 4.17 Summary 131 Chapter 5 Results and Analysis 5.1 Evaluation of practicability of this experimental teaching 135 5.1.1 Characteristics of this experimental drama teaching 135 5.1.2 The desired qualification for high school English listening and speaking class teachers to adapt the teaching method 137 5.1.3 Comparison between the traditional listening and speaking classes and this Listening and Speaking Class 138 5.2 The impact of this experimental drama teaching on students 141 5.2.1 Integration of four skills of language learning 140 5.2.2 Integration of dramatic techniques 144 5.2.3 Inspiration of students’ creativity both in the use of English and acting 148 5.2.4 Integration of the concept of Multiple Intelligences 149 5.2.5 Integration of cooperative learning 155 5.2.6 Elevation of students’ learning motivation 156 Chapter 6 Conclusion 6.1 Research Findings 158 6.2 Limitations 160 6.3 Suggestions for future research 162 References Appendixes | zh_TW |
| dc.language.iso | en_US | - |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#G0929510092 | en_US |
| dc.subject (關鍵詞) | 戲劇教學 | zh_TW |
| dc.subject (關鍵詞) | 英語聽講課 | zh_TW |
| dc.subject (關鍵詞) | drama teaching | en_US |
| dc.subject (關鍵詞) | English listening and speaking classes | en_US |
| dc.title (題名) | 應用戲劇教學於高中英語聽講課之行動研究 | zh_TW |
| dc.title (題名) | Action Research on Drama-Assisted High School English`s Listening and Speaking Instruction | en_US |
| dc.type (資料類型) | thesis | en |
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