運用劇場教學創新模式融入原住民族法學教育之行動研究

An Action Researchon Applying Theatrical Teaching Method in Indigenous Law Legal Education in Taiwan

本研究動機為研究者於原住民族法教學現場發現學生對於認識原住民族法制及辨識原住民議題的特殊性上，基於文化背景不同難以反省原住民族傳統慣習與國家法制衝突困境及思索解決之道。並且，學生的學習興趣不足。因此研究者嘗試以劇場教學創新模式應用於原住民族法課程，期使能有效推動多元文化法學教育。劇場教學方法是：教師帶領學生於劇場教室以心理劇元素及技巧，輔以各種創意道具，演出原住民族法學案例的創新教學模式。本研究採教學行動研究方法，以三個教學模組加以實施。將現場觀察筆記、影音紀錄、各項評分量表，以及質性問卷、課後教學評量與問卷回饋等資料加以分析，以評估學生的學習成效。研究結論顯示：以劇場教學方法實施原住民族法學教育能有效提升學生對於原住民族法的學習興趣、增進相關法律知識、有效使學生思考如何建立有利於原住民族權利保障的多元文化法制。

In recent years, the Taiwanese indigenous legal system and indigenous human rights protection are getting more emphasized than before and there are more new laws for indigenous human rights protection. For making these ideals realized, it is very important to imbed multicultural legal education in our legal education. Therefore, finding a good way to promote indigenous legal education is significant. When the author taught indigenous law classes, she found it hard for students to recognize indigenous law issues and understand why indigenous traditional cultures conflict with national law because most students do not have an indigenous cultural background. There are two research goals. First, to inspire students’ learning incentives in the indigenous law area because this subject is not in the bar exam and most students lack learning interest. Second, to help students understand indigenous customary law and identify the difference between indigenous law and the Taiwanese legal system. The goal is to promote multi-cultural legal education in Taiwan. Based on these research incentives, the author tries to apply the theatrical teaching method in her indigenous law class as a new teaching medium for achieving the above research incentives. The theatrical teaching method is based on factors and skills of psychodrama, which originates from psychological consultations. Students play roles in a certain indigenous legal case in the theatrical studio, using teaching tools, and the instructor guides students with psychodrama skills while learning indigenous law principles at the same time. This project applies action research as a research method to evaluate how effective the theatrical teaching method is for students’ learning effectiveness. Research tools include class records, meeting records, oral and written rubrics, student interview records and class feedback. The researcher also interviewed students after class to know their opinions of how effective the new teaching method is. After the application of the theatrical teaching method, the following conclusions are drawn: this new teaching method can increase students’ learning incentives, enable students to acquire more indigenous knowledge and most students start thinking about how to build a better legal forum for indigenous peoples’ human rights protection.