精進臺灣國民中學表演藝術師資培育的教材教法：設計 Rasaboxes 教學模組之個案研究 Advance Teaching Methods and Materials for Performing Arts Junior High School Teacher Education in Taiwan: A Case Study on Designing the Instruction Modules of Rasaboxes

Abstract

本研究目的是探討如何在國民中學表演藝術的師資培育與專業發展 上，運用Rasaboxes來建立素養導向的教材教法。Rasaboxes源於 印度的表演理論，特別重視身體經驗與情感表達，經過西方「表演 研究」、「 戲劇治療」等領域的跨界融合，已被應用於表演訓練、諮 商療癒、教育發展。本研究將Rasaboxes融入到研究者執教的綜合 大學之三門關於師資培育與教師在職進修課程。本研究蒐集、分析 資料的方式暨類型包括個案研究、文獻回顧、教學實務研究、教學 者反思日誌、學生「課程意見調查」與口語分享等，並融入教學者學 習Rasaboxes的歷程與經驗。本研究發現根據Rasaboxes所發展的 教材教法，能夠讓表演藝術師資培育生與以表演藝術為第二專長的 現職國民中學教師，體驗到五項「十二年國民基本教育課程綱要」中 的核心素養，以為其日後的課程設計與教法發展奠定良好的基礎。

The research purpose is to explore how to apply Rasaboxes into the junior high school performing arts teacher education and professional development to build a competence-based instruction module. Rasaboxes originates from the Indian performance theory, particularly emphasizing on body experience and emotion expression. Integrated with the Western Performance Studies and Drama Therapy, it has been applied into acting training, counseling, and education. The research infuses Rasaboxes into three courses of pre-service teacher education and in-service teacher training that the author teaches at his university in Taiwan.  The research methodologies and methods include case study, teaching practice research, literature review, teacher’s reflection journal, as well as participants’ feedback questionnaires and oral sharing. In addition, the researcher analyzes his learning process of Rasaboxes. This research concludes that the teaching methods and materials based on Rasaboxes can let the pre-service and in-service performing arts teachers experience the five core competences of 12-Year Basic Education in Taiwan and ground them for the future course design as well as teaching methods and materials.