匠心讀劇――寫作與表達課程的實踐

Reading scripts- the practice of Chinese Writing and Expression

語文教學以聽說讀寫為學科本質，然而聽與說較常在教學環節被忽略。藉由讀劇比賽的辦理，融入具有校本特色的劇作進行教學活動，結合期中展演，使學生勇於踏出讀劇的第一步，將劇本解讀從靜態閱讀轉化為動態展演歷程，透過深度討論教學法與小組合作學習，深化對於劇本意涵的理解。讀劇後藉由演出後座談會使觀眾和演員的想法得以交流，角色立場互換，代入各種不同人生處境中思辨性別、人性等課題。再經由微寫作的抒發與表達確認學生是否充分理解，並填寫學習反思了解過程中的收穫，在情緒教育的對應上，提升合作學習成效，在閱讀理解的深化上，促進反思文本意涵，在口語表達的技巧上，強化態度增加勇氣，最後綜整歷程改良課程模組的設計。

Language education recognizes listening, speaking, reading, and writing as fundamental elements of the language learning process. However, the skills of listening and speaking are often neglected during the teaching process. By organizing reader’s theater competitions related to school-based features and mid-semester showcases, students were encouraged to take their first steps in reading and performing plays, interpreting a play from script to performance. Through Quality Talk and small group teamwork, students gained a deeper understanding of the play. Post-performance discussions between performers and audience members allowed the exchange of ideas and positionality. It also connected personal experiences to themes such as gender and humanity. In post-performance short-essays homework, students reflected on their discoveries throughout the journey with written responses. This homework provided teachers a way to evaluate the extent of student understanding. The various aspects of the reader’s theater program enhanced effective collaboration in social-emotional learning, deepened the critical analysis of literature and thematic reading, strengthened courage and confidence in verbal expression and delivery, and finally, improved the teaching model by integrating elements of the teaching process.