Action Research on Teacher’s Questioning Skills during the process of Drama in Education

• Main Authors: Ya-fang Jheng, 鄭雅方
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/10659275612114590829

碩士 === 國立屏東教育大學 === 幼兒教育學系 === 100 === The purpose of this research is to probe into how to raise questions in drama in education, including in-class dialogue designs before performing a drama in education, timing of questions during the class, methods of discovering and addressing questions, and helping the pupils build comprehensive experience through proper questions and answers. The research adopts the method of action research, taking pupils of 6 years old in a kindergarten in Kaohsiung as the research subjects of drama in education, hoping to provide dramas in education in line with the capabilities of preschool pupils through real in-class questions to enrich practical theories of in-class questions to guide teacher’s professional development. The results of the research are as follows: 1.Pre-class question designs in drama in education require the development of focusing questions first, followed by designing questions in drama in education. 2.There are 3 stages to raise questions: questions and drama are mutually combined with each other; raising questions require certain techniques and focuses; various layers of questions should be added to lift the levels of questions. 3.After the dramas in education, the teacher may help the students get feedbacks and formulate comprehensive drama experience through reflections. Finally, the results will be concluded and put forward conclusive proposals for the teachers'' reference will be put forward to guide further education and researches.