Constructing Knowledge Together: A Reflective Practitioner Case Study on the Use of Ensemble Pedagogy to Shakespearean Text in a Y8 Drama Class 共建知識: 在英國中二級運用「戲場組合教育學」教授莎劇的反思實踐個案
Abstract
Most research on the teaching of Shakespeare in school settings has focused on how active approaches can foster learners’ motivation and confidence. While this point is essential, the value of collaboration among learners remains a relatively neglected area of study despite its significance in determining the quality of the learning process. This article explores how ensemble-based learning can enable the process of knowledge construction through collaborative work among learners. In doing so, I designed and facilitated six drama lessons exploring Shakespeare’s Macbeth in a Y8 drama class in England as my pilot study. Adopting Vygotskian socio-cultural approaches to the development of knowledge and Jonothan Neelands’ principles of ensemble, the study draws on analysis of qualitative data. Overall, the preliminary findings suggest evidence to support the conclusions of previous studies that ensemble-based learning can (1) generate an “open space” which fosters an inclusive environment through mutual trust and collaboration among learners; (2) bring learners to the centre of collaborative sense making with teacher serving as a facilitator to support autonomous learning; and (3) create a stimulating dialogue through collaborative work and creative exploration.
Keywords: ensemble pedagogy, knowledge construction, collaborative learning, active approaches of teaching Shakespeare
一直以來,大部分研究莎劇課堂教學方法均集中討論主動學習策略 如何促進學生的學習動機和信心。儘管這些討論非常重要,但往往 忽略了課堂上學生之間的各種互動和合作,而這些互動其實對學習 過程有決定性的影響。本文旨在探討「劇場組合教育學」如何透過 學生互動合作,讓他們從過程中共同建構知識。為此,我為英國一 家中學的一班中二學生嘗試設計並主持了六節莎劇《馬克白》課堂 作為一個先導研究。本研究以維高斯基的社會文化知識建構論,及 Jonothan Neelands提出的「劇場組合」的原則為理論基礎,把採集 得來的資料進行質性分析。初步研究結果支持早前有關「劇場組合 教育學」的研究的一些論點:包括 (1) 「劇場組合教育學」可以建立 一個開放、包容的學習空間來促進學生之間的互信和合作;(2) 在合 作的認知過程中,學生為主,老師只是輔助學生自主學習;(3) 合作 學習能啓發想像,讓各種對話得以開展。
關鍵詞 : 劇場組合教育學,建構知識 ,合作學習,以主動學習 策略教授莎劇
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