創作性戲劇融入地理教學方案對高中生創造力及學習歷程之行動研究

Abstract

本研究以創作性戲劇融入地理科教學之行動研究，了解創作性戲劇地理教學中的糧食議題對高中生創造力的學習歷程，研究者採取質性研究法，研究時間為五個月，研究者為亦為觀察者，以任教的桃園市某普通高中的44位學生為參與者，透過研究者課程紀事、研究者省思、觀察紀錄、參與者回饋、教學省思、錄影內容等方式進行資料蒐集與分析。 研究者獲得結論如下：參與者多數肯定融合創作性戲劇的地理教學方案、創作性戲劇融入地理教學對學生的學習歷程有深刻的體悟、創作性戲劇教學方式對高中生創造力有正面的影響。 本研究透過參與者給予回饋及觀察者建議，供日後相關或跨領域操作課程之研究者，作為研究參考。

This research integrates creative drama into the action research of geography teaching to understand the learning process of the food issues in creative drama geography teaching on the creativity of high school students. The researcher adopts a qualitative research method and the research time is five months. To be also observers, 44 students from an ordinary high school in Taoyuan City who teach as participants are used to collect data through the researcher’s course chronicle, researcher reflection, observation record, participant feedback, teaching reflection, and video content. Collection and analysis. The researchers concluded that most of the participants definitely integrated the geography teaching program of creative drama, the integration of creative drama into geography teaching has a deep understanding of the students' learning process, and the creative drama teaching method has a positive impact on the creativity of high school students. This research uses feedback from participants and suggestions from observers for future research reference or cross-field operation courses.