社會劇融入課程教學模式：培育融合教育師資之教學歷程與成果──以特殊教育導論課程為例

Sociodrama-Integrated Curriculum Model:The Teaching Process and Outcomes in Developing Inclusive Education Teachers—A Case Study of an Introduction to Special Education Course

本研究旨在探究社會劇融入課程教學模式應用於培育融合教育師資之教學歷程與成果。本文首先指出目前培育融合教育師資課程的疑慮與不足。其次，介紹社會劇融入課程教學模式，包括教學理念、核心要素及課程設計程序。再者，以特殊教育導論課程為例，應用社會劇融入課程教學模式進行課程內容分析、課程計畫設計及教學策略說明，並依此課程設計方案進行教學實踐研究。研究參與者為修課師資生55人，透過「學科測驗」、「實作考核」、「社會劇學習報告」及「融合教育之認同與執行信心量表」了解師資生學習成效，另外從學生回饋中了解師資生對課程的評價。研究結果顯示社會劇融入課程教學模式無論在知識、情意或實作學習上，確實有助於提升師資生對融合教育的知能，尤其在提升對融合教育教學輔導策略的認同及增加班級輔導的執行信心成效顯著（p < .001）。文末研究者對社會劇融入課程教學模式以培育融合教育師資進行探討，並提出教學實踐心得，以供未來欲運用此教學模式培育融合教育師資之教師參考

This study explores the teaching process and effectiveness of applying a sociodramaintegrated curriculum model in developing inclusive education teachers. First, the paper identifies concerns and shortcomings in current teacher preparation programs for inclusive education. Next, it introduces the sociodrama-integrated curriculum teaching model, including its educational philosophy, essential elements, and curriculum design procedures. Furthermore, using the Introduction to Special Education course as an example, the study applies this model to analyze course content, design lesson plans, and explain teaching strategies. A teaching practice study was conducted based on this curriculum design, involving 55 pre-service teachers. Their learning outcomes were assessed through a subject knowledge test, practical assessment, sociodrama learning reports, and the Scale of Identity and Confidence in Implementing Inclusive Education. Additionally, students’evaluations of the course were gathered through feedback forms. The results indicate that the sociodrama-integrated curriculum model significantly enhances pre-service teachers’knowledge, affective engagement, and practical skills in inclusive education. Specifically, it notably strengthens their recognition of inclusive education teaching strategies and substantially boosts their confidence in implementing classroom support measures (p < .001). Finally, the researchers discuss the application of the sociodrama-integrated curriculum model in the preparation of inclusive education teachers and share insights from teaching practice. These findings provide a valuable reference for educators seeking to integrate sociodrama into curriculum design and instruction.