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研究生： 李敬亭
Lee, Chin-Ting
論文名稱： 從話劇形式的專案導向活動中探討學習者自主: 一所國際學校之個案研究
Learner Agency in a Playlet Contest as Project-based Learning: A Case Study in an International School
指導教授： 招靜琪
Chao, Chin-chi
口試委員: 尤雪瑛
Yu, Hsueh-ying
曾明怡
Tseng, Ming-i
學位類別： 碩士
Master
系所名稱： 外國語文學院 - 英語教學碩士在職專班
The Master of Arts in English Teaching
論文出版年： 2022
畢業學年度： 111
語文別： 英文
論文頁數： 66
中文關鍵詞： 專案導向活動 、學習者自主 、話劇教育 、國際學校
DOI URL： http://doi.org/10.6814/NCCU202201694
相關次數： 點閱：131  下載：30 
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    • 專案導向活動在過去30年中，一向被認定能夠帶動學習者為中心的學習，並能激發學習者自主，但是至今少有研究注意老師跟學生如何合作一起完成專案。本文以質性個案研究方法，聚焦於一所國際學校，多年來固定舉行的話劇形式的專案導向活動。資料來源為2020-2021那一年的專案，包括活動編排、課程設計、老師的課程紀錄、老師及學生訪問等。經由學習者自主之理論框架與關鍵事件分析，探討這個專案導向活動中的學習者自主與師生合作。研究發現，此專案導向活動，因為歷時過久，讓老師和學生對於活動所需要的熱誠及態度產生落差，學生也多有抗拒。在這種情況下，一位同學默默地擔任學生及老師間的橋樑，讓專案導向活動得以順利完成。根據此個案，本研究建議學校，面對長期舉辦的專案導向活動，可能需要重新檢視活動原本的學習目的，讓師生都明白其用意，或考慮提出新活動，激發老師和學生的興趣與熱情。此外，一場話劇的完成，老師及學生之間的合作可啟發學習者自主。因話劇準備老師跟學生都需費上很多時間跟心力，教師們在挑選學生領導者之前，可多觀察學生之間的互動再來篩選。

    Project-based learning (PBL) has been a popular and successful way to provide student-centered learning and create learner autonomy for over three decades. However, there is little emphasis and deep dive into the collaboration that occurs between the students and the teacher in PBL. This case study contextualized a project-based learning (PBL) experience of a teacher with her students in a playlet writing contest, held at an international school in northern Taiwan in the school year 2020 - 2021. Using a qualitative, case study approach, data was collected through teaching logs, teaching materials, and interviews with the students. Through the theoretical frameworks of learner agency and a critical events analysis, the results indicated that gaps in student and teacher understanding of PBL meant there were initial signs of resistance. Two themes that emerged from this study were: (1) how a long-standing PBL creates gaps in teacher and student perceptions of the end goal and overall activity, a student who takes initiative thus builds a bridge between the teachers and students for the project to be completed successfully, and (2) how student-teacher collaboration can foster learner agency and a community of practice.

    ACKNOWLEDGEMENTS ii
    TABLE OF CONTENTS iii
    國立政治大學英國語文學系英語教學碩士在職專班 v
    碩士論文提要 v
    ABSTRACT vi
    CHAPTER 1 INTRODUCTION 1
    Research Questions 2
    CHAPTER 2 LITERATURE REVIEW 3
    CHAPTER 3 METHODOLOGY 7
    CHAPTER 4 FINDINGS 16
    Episode 0: English Department Meeting, the beginning of the project (August, 2020) 16
    Episode 1: Introducing YSP to the students and ideas for the class play (August-September, 2020) 18
    Episode 1.5: The students’ playlet (September, 2020) 20
    Episode 2: A playful class during practices and rehearsals (October - November, 2020) 21
    Episode 3: Practices in class and rehearsals (October - November, 2020) 24
    Episode 3.1: Recording the students’ practice (Practices and rehearsals) 24
    Episode 3.2: Solving a problem together (Practices and rehearsals) 25
    Episode 4: Making props after school (October - November, 2020) 26
    Episode 5: Performance day and end of project (Late November, 2020) 29
    Key Participants of the Project 30
    Hannah: Memorizing the script and self-regulation 30
    Connie and Anthony: The unassigned leader and peer dynamics 31
    Nathan: Awareness of one’s own actions and self-regulation 34
    CHAPTER 5 DISCUSSION 37
    Theme 1: The fizzling of passion in a longstanding PBL and gaps in student and teacher perceptions 37
    Theme 2: Agency in the classroom and teacher-student collaboration in PBL 39
    Reflection 41
    CHAPTER 6 CONCLUSION 43
    Summary of the Study 43
    Pedagogical Implications 43
    Limitations and Suggestions for Future Studies 44
    REFERENCES 45
    APPENDICES 50
    Appendix A: Email to student participants 50
    Appendix B: Sample lesson plan 52
    Appendix C: Teaching Log Example 53
    Appendix D: Interview Questions for the Students 55
    Appendix E: Informed Consent Form 57
    Appendix F: YSP Brainstorming Sheet 61
    Appendix G: YSP Rules and Guidelines 66

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