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戏剧教学策略对于发展学生文学阅读力的作用 (A study on drama as pedagogy for developing literary reading)
Author
Wang, Zhe
Supervisor
Li, Jia
Abstract
本论文呈现了作者使用戏剧教学策略进行文学阅读训练的过程，以及戏剧教学策略对于发展学生的文学作品阅读力的作用之研究。
戏剧教学策略适合中小学老师在课堂上运用，是华语文教学的教学策略之一，目的在于帮助学生的语言学习和文学学习，提升学生的思考、分析和表达能力。
戏剧教学策略的目的不在于学生掌握专业的表演技能，而是基于文本，借助戏剧习式，探索文本内在的社会意义。
对于华文作为第二语言的新加坡学生，戏剧教学手段具备相当的优势，例如：开发学生的想象力与创意思维，代入情感、引发共鸣，兼有体验（剧中人立场）与旁述（旁观者立场）的不同角度，因此，能够比较深入而且有效地帮助学生探索文学作品中的人格、情节和线索，提高学生的文学阅读力。
当然，戏剧教学策略也具有一定的局限性，导致很多教师裹足不前，例如：教师自我心理压制、学生语言表达能力的限制等。
本研究以作者自己的教学经验为起点，以高级华文班的学生为研究对象，以中学高级华文和中学华文文学课本中的文学作品为教学材料，进行戏剧教学和常规课堂教学的对比教学实。研究方式为问卷调查和个别访谈的结合，希望借此探索戏剧教学策略对于发展学生文学阅读力的作用。
希望这项研究能够为新加坡从事华文教育的老师提供参考，帮助教师合理地运用戏剧教学手段，从而激发学生的思考力和创造力，在总体上提高学生在文学阅读方面的能力。
戏剧教学策略适合中小学老师在课堂上运用，是华语文教学的教学策略之一，目的在于帮助学生的语言学习和文学学习，提升学生的思考、分析和表达能力。
戏剧教学策略的目的不在于学生掌握专业的表演技能，而是基于文本，借助戏剧习式，探索文本内在的社会意义。
对于华文作为第二语言的新加坡学生，戏剧教学手段具备相当的优势，例如：开发学生的想象力与创意思维，代入情感、引发共鸣，兼有体验（剧中人立场）与旁述（旁观者立场）的不同角度，因此，能够比较深入而且有效地帮助学生探索文学作品中的人格、情节和线索，提高学生的文学阅读力。
当然，戏剧教学策略也具有一定的局限性，导致很多教师裹足不前，例如：教师自我心理压制、学生语言表达能力的限制等。
本研究以作者自己的教学经验为起点，以高级华文班的学生为研究对象，以中学高级华文和中学华文文学课本中的文学作品为教学材料，进行戏剧教学和常规课堂教学的对比教学实。研究方式为问卷调查和个别访谈的结合，希望借此探索戏剧教学策略对于发展学生文学阅读力的作用。
希望这项研究能够为新加坡从事华文教育的老师提供参考，帮助教师合理地运用戏剧教学手段，从而激发学生的思考力和创造力，在总体上提高学生在文学阅读方面的能力。
This papers reports on a study on Drama as Pedagogy (DAP) for developing literature reading.
Drama as Pedagogy (DAP) is often used in Primary and Secondary School classroom, aims to support students’ learning on language and literature, which means enhancing critical thinking, analysis and verbal presentation skills.
DAP does not target the student to master the skills of professional performances, but the students should explorer the inside social meaning of the text.
Teaching and learning Chinese as a second language, DAP have considerable advantages, such as: the development of students' imagination and creative thinking, substituting emotional, evocative, both experience (dramatis personae position) and narration (bystander position) different view. Therefore, it is possible to more in-depth and effective in helping students to explore the elements of literature: personality, circumstances and clues to improve students' ability to understand literature.
On another hand, DAP have some limitations, resulting in many teachers come to a standstill, for example: Self-defense Mechanism of teacher; the limitation of language ability of students; etc.
In this study, the author set own teaching experience as research resource. Higher Chinese Language students participate in the experiment. The author chooses the literature works from secondary school Higher Chinese textbook and Chinese Literature textbooks as teaching material, performed experiments comparing conventional classroom teaching. Research methods are combination of the surveys and individual interviews, targeting to explore the role of DAP for the development of students' ability to read literature.
The study hopes to engage in Singapore Chinese Language teachers and provide a reference, rational use of DAP to help teachers teaching methods to stimulate students' critical thinking and creativity, to improve students' ability in reading literature in general.
Drama as Pedagogy (DAP) is often used in Primary and Secondary School classroom, aims to support students’ learning on language and literature, which means enhancing critical thinking, analysis and verbal presentation skills.
DAP does not target the student to master the skills of professional performances, but the students should explorer the inside social meaning of the text.
Teaching and learning Chinese as a second language, DAP have considerable advantages, such as: the development of students' imagination and creative thinking, substituting emotional, evocative, both experience (dramatis personae position) and narration (bystander position) different view. Therefore, it is possible to more in-depth and effective in helping students to explore the elements of literature: personality, circumstances and clues to improve students' ability to understand literature.
On another hand, DAP have some limitations, resulting in many teachers come to a standstill, for example: Self-defense Mechanism of teacher; the limitation of language ability of students; etc.
In this study, the author set own teaching experience as research resource. Higher Chinese Language students participate in the experiment. The author chooses the literature works from secondary school Higher Chinese textbook and Chinese Literature textbooks as teaching material, performed experiments comparing conventional classroom teaching. Research methods are combination of the surveys and individual interviews, targeting to explore the role of DAP for the development of students' ability to read literature.
The study hopes to engage in Singapore Chinese Language teachers and provide a reference, rational use of DAP to help teachers teaching methods to stimulate students' critical thinking and creativity, to improve students' ability in reading literature in general.
Date Issued
2016
Call Number
PN3171 W36
Date Submitted
2016