師生共創科學概念探究的童話表演：以幼兒戲劇《灰姑娘》為例

Teacher and Students Co-Creating Inquiry of Science Concepts in Fairy Tale Performance: The ''Cinderella'' for Preschool Children as an Example

本研究旨在探討幼兒戲劇課程中，戲劇教師如何帶領大學生融合科學概念與童話故事，建構幼兒觀眾與演員共同參與表演內容的創作歷程。此課程是從德國Helleum中心交流發展出的創作學習計畫，計畫目標是在基於即興表演的戲劇課程下，減少學習者壓力（非專業、職前幼兒教師）並提升幼兒從故事中覺察探索情境的能力。文獻中討論表演與科學探究學習的關係，透過訪談戲劇老師並採用演出腳本與兩場團體座談，分析戲劇教師與應用科學團隊如何設計具科學概念探究的表演。結果顯示，「即興過程」被視為可信賴的遊戲，在演出中提供自由、探究與協作策略，使學生與幼兒能在過程中理解科學概念，在過程戲劇的對話中發現問題、猜想解決方案中共創學習機緣，並參與現場創作實踐。學習者長期感受童話情節中建構與幼兒共同探究情境，可能對藝術本位的科學教育有所助益。

The author was interested in finding out how an experienced drama teacher led undergraduate students to construct their creative process of co-creating performance between preschool children and actors to integrate scientific concepts into fairy tale in curriculum of drama for preschool children. The curriculum was developed with creative learning project from the Helleum in Germany. We carried out interviews with drama teachers and adopted their script and held two group discussions. Each member was asked to give feedback of performance. It revealed that the creative project aimed at decreasing learner (non-professional actor, pre-service early childhood teacher) stress and increasing children competence to aware inquiry situation in story via a drama program rooted in the principles of improve (isational) theater training. The results indicated that improve (isational) process are specially viewed as reliable play which provided free, inquiry and collaborative strategies in play that supported and enhanced students and their young audience to understand scientific concepts, and that they co- create learning process of problem-finding, solution-predicting and participating in drama process. Although a direct impact of the improve (isational) theatre training could not be detected for scientific concepts learning, closer analysis of the data showed that the learners constructed the co-inquiry situation in fairy tale plot of the training may be felt over the longer term and that a specific type of students might particularly benefit more from this type of art-based science education.