| Summary: | 碩士 === 國立臺南大學 === 戲劇創作與應用學系碩士班 === 103 === This study aims to examine the drama education courses of the senior grade elementary school students to promote the process of self-concept development and positive peer interaction. Action research was adopted on the curriculum design evolution, student changes in the courses and self -reflection of teachers during the course of study. Four course cycles were conducted in the study with each cycle covering 2 to 3 weeks and two periods of class in every week. The subjects were the researchers’ 28 students from the tutorial class. The data collection and analysis were conducted through the self-reflection of the researchers. The researchers’ feedbacks and the students’ weekly performance reports and interviews were analyzed, the results are presented by both the study findings and class examples.
The findings are as follows: 1) attention should be paid to the three principles of “from simple to complex”, “grouped gender and ability consideration” and “incorporating the reflections on courses” in developing this kind of courses; 2) after going through the course cycles, although the individual progress of the students was different, the self-concept construction degree and positive peer interaction frequency were increased; 3) the teachers should maintain the teaching flexibility and keen observation in applying the “external teaching strategies”, make adjustment specific to the individual students and become teachers with reflective ability in maintaining the balance between the “inner opposites of the teacher’s subjectiveness and study’s objectiveness”.
This study suggests that future researchers should start on the study in the early stage of class operation in the case of taking the students from the tutorial class as the objects as well and make the comparison in combination with the results before and after the sociometric test scale, in order provide basis for more objective studies.
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