| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 92 === The Thinking Processes of Kindergarten Teacher’s Teaching through Drama
Abstract
The purpose of this study was to explore the thinking processes of two
kindergarten teachers while they integrated drama in teaching. The factors that
influenced teachers’ thinking and decision-making processes were also investigated.
The two participants were trained and experienced in integrating drama into
curriculum. Data were collected through classroom observation, semi-structure
interview, stimulated recall and class document.
The findings of this study were summarized as the following:
Due to different training and background, the two teachers’ ideas about
incorporating drama into teaching differed. Teacher Zhuang believed that the
purpose of integration is to teach children acting. Therefore, she used story
enactment as a means of incorporation. To encourage children’s participation, she
wrote a detailed lesson plan before class. The lesson plan covered the key concepts
of the curriculum theme, learning objectives and activities, aids and tools, and
preparation of classroom space. While in class, Teacher Zhuang developed teaching
routines of enactment procedure and role selection. She observed what and how
children talked, discussed, and enacted during story enactment. Changes of lesson
plan occurred when there was a need to maximize dramatizing effects or when the
class was out of control. After class, evaluation was based on the children’s
performance in how well they grasped the theme concepts, made their own lines, and
acted their roles.
Unlike Teacher Zhuang, Teacher Tsai believed that drama should be used to
assist children’s learning about theme-related knowledge. In her opinion, acting
through body movement was a supplemented way to enhance children’s learning.
Due to drama’s supplementing role for teaching, Teacher Tsai did not give a lot of
thoughts on it before class. Instead of a detailed teaching plan, she wrote outlines
and had a mental plan for the learning objectives and activities, and the necessary aids
and tools. To achieve the objectives of different themes, she developed teaching routines for knowledge-oriented and story-oriented acting activities. Change of teaching plan was triggered by children’s unexpected behaviors, teacher’s reflection, or external circumstances. Evaluation was based on children’s talk while discussion and enactment while acting. Children’s understanding of the theme-related concepts
was the most important element for evaluation.
According to the results, the researcher’s reflections and suggestions for future
research are discussed.
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