中翻英範例

教育論文摘要翻譯(中翻英) - 創意思考教學

教育論文摘要翻譯(中翻英) - 創意思考教學

運用創造性戲劇教學啟發原鄉兒童創意思考 

摘要

本研究運用創造性戲劇教學啟發原鄉兒童創意思考,綜觀近年以創造性戲劇課程活動為媒介研究兒童創意思考,並聚焦於教學歷程中可能發生的困難以及教學策略者不多,研究原鄉兒童創意發展者更是少之又少。因此研究者擬以行動研究取向,實施自編創造性戲劇教學,於太陽國小附設芭度幼稚園中22位四至六歲混齡兒童中實施。重點如下:一、如何實施原鄉兒童之創造性戲劇課程教學課程?二、創意策略如何運用於原鄉兒童之創意教學中?

研究結果如下:一、創意教學歷程部分:(一)原鄉兒童學習環境較為單一,因此在創造性戲劇課程設計上,課程單元不宜轉變太快,活動進行時需要讓兒童有足夠的時間創作及消化,方能使其創意思考能力獲得較好的啟發。(二)兒童在創造性戲劇教學啟發下,流暢力、變通力有明顯進步。獨創力及精密力則需要多一點時間醞釀才能進行觀察。二、創意策略運用部分:(一)教師入戲策略能有效地吸引兒童融入戲劇情境中,成功地引導兒童在自然環境中「假裝」以及「自發性」地參與戲劇活動。(二)研究者在創造性戲劇教學中結合實務與理論,反省教學過程,改善教學技巧。(三)歷經創造性戲劇教學後,兩位老師在理念、態度及技巧上皆有改變,老師都期許在後續的課程中,繼續引用研究者自編的創造性戲劇相關活動,持續地拓展兒童的思考能力。最後,本研究期許能藉由進入原鄉實施創造性戲劇教學之歷程,提出分享以及建議,作為未來戲劇教師、幼稚園教師及後續研究者之研究參考。

關鍵字:創造性戲劇教學、原鄉兒童、兒童戲劇教學、創意思考、行動研究

 

Using creative drama curriculum to stimulate aboriginal children's constructive thinking  

Abstract

This study attempts to motivate aboriginal children to think constructively using creative drama curriculum. Just a handful of researchers have studied children’s constructive thinking using creative drama with emphasis on the possible difficulties encountered by teachers and the strategies adopted by teachers in recent years; few researchers have studied the development of aboriginal children’s creativity. Therefore, this study constructs a creative drama curriculum based on the action plan designed for 22 children who are 4 ~ 6 years old attending BaDu Kindergarten attached to TaiYun Elementary School with emphasis on the following: 1. How to execute the aboriginal children’s creative drama curriculum? 2. How to apply creativity strategies to the aboriginal children’s creative teaching process?

This study summarizes its findings as follows: 1. Creative teaching process: (1). the aboriginal children are comfortable with a straightforward learning environment. It is therefore very important not to switch the lessons too fast, allowing sufficient time for the children to use their creativity and thereby comprehend the lessons and prepare schoolwork inventively. Thus, the children have the best chance to develop their creativity. (2). the creative drama teaching process serves its purpose, helping children to act more confidently and flexibly than before. Nonetheless, it takes a longer time to find out if children have improved their originality and precision. 2. Creativity strategies: (1). children are guided into the drama and act as a part of the drama, taking part in the drama disguisedly and impulsively. (2) In the creative drama teaching process, researchers combine field experience with theory and review the teaching process in order to improve teaching skills. (3) After the completion of creative drama teaching process, both teachers have improved their concepts, attitudes, and skills. Both teachers are eager to help children develop their thinking abilities using the creative drama-related activities constructed by this study. Finally, this study presents the findings and recommendations based on the creative drama curriculum designed for the aboriginal children, and hopes the findings and recommendations are beneficial to the drama teachers, kindergarten teachers, and all other researchers.

Key words: creative drama teaching, aboriginal children, children’s drama teaching, inventive thinking, action study.