激發學生角色扮演之表演動機

Motivating Students’ Role-Playing Performance

許多老師在教室計畫中編入某種方式的角色扮演。這豐富了語文實習的內容，但在班級內大型活動的掌握與協調上，也出現了複雜的挑戰性。本研究報告利用問卷所得的數據，比較老師們不同的經驗，總結出教學上成功與失敗的原因，從而提供一些概括性的建言。經由問卷報告中可搜集許多資料，諸如時間的需求，資源的利用，獎勵措施及師生勞務的分配。另外，也提供其他機構在角色扮演的參考資訊。

Many teachers incorporate some form of role-playing in their lesson plans. This offers a rich environment for language practice, but also a complex environment that presents challenges to classroom management and coordination of large-scale activities. This paper uses questionnaire data to compare the experience of many different teachers, and thus provide some general advice about which approaches can succeed and where the unsuccessful approaches run afoul. Information was solicited about the time requirements, resources, and incentives needed to support role-playing activity in class, and the appropriate division of labor between teachers and students. Additionally, some external material about role-playing at other institutions is available in the literature.