摘要
教师在参与应用戏剧教学法的培训过程中,通过在虚构情景中扮演与体验"假想(what-if)角色身份",使其"本然"(what-is)的自我角色身份起了变化。他们在经历自身的转变后,促使他们反思旧有的教学观念,以新的目光去看待自己及自己的教学身份及与学生的关系,从而尝试新的教学模式。通过个案剖析教师在学习及实践戏剧教学法的过程中,所经历以上提及的变化,从看待自己的角色转变伸延到教学上的角色转变,影响学生对他们的态度转变,正面促进师生关系。探讨关于持续维持这些转变的因素如教师信心建立、外力认可、教学氛围、实践机会与校方鼓励的不确定所带来的挑战。
In the training process of the application of drama teaching method, teachers role play and experience the ＂what-if＂ role in the imaginary situations, which leads to a change of ＂what-is＂ role. The self-transformation drives the teachers to make reflections on their previous teaching concepts and to view the self and their teaching identity as well as teacher-student relationship from a new perspective; and thus they make a trial of new teaching mode. The study examined the transformation of teachers in the process of learning and practicing the drama teaching method based on four cases, from the role change of self to the role change in teaching, which caused a change of student attitudes to teachers and improved teacher- student relationship. The study further investigated the challenges caused by factors that maintain these changes such as the building of teachers＇ confidence, recognition from others, teaching atmosphere, the uncertainty of practice opportunities and encouragement from the school.
出处
《教育学报》
CSSCI
北大核心
2014年第1期67-74,共8页
Journal of Educational Studies
基金
全国教育科学"十一五"规划2008年度立项教育部课题<应用戏剧教学法促进教师专业发展和学生心理健康实验研究>(课题批准号:DBA080172)研究成果之一
关键词
戏剧教学法
教师角色
教师转变
范式转移
drama teaching method teacher s role teacher ＇ s transformation the transfer of para-digm
