角色扮演在通識經典閱讀之運用-以三國演義課程為例

Translated title of the contribution: Role-play Technique Applied to Course of Classic Novel Reading: Taking Romance of the Three Kingdoms as Example

Research output: Contribution to journalArticlepeer-review

Abstract

Role-play technique increases teacher-student interactions, improves students' class participation, elevates students' interesting, inspire class atmosphere, and rises learning effects. There were some outcomes reported. Utilizing role-play technique in general education of a medical university would make students familiar with this technique and experience its learning effects. To understand the effects and the difficulties of role-play technique, the present study analyzed transcripts of group interviews after the class of Romance of the Three Kingdoms at a northern medical university in Taiwan in autumn, 2016. Results showed that the effects included, 1) elevating students' empathy by putting themselves in the mindset of the characters; 2) increasing students' expression ability and rising interpersonal interactions; 3) uplifting students' stage performance and extending to real life situation; 4) invigorating class atmosphere and improving learning effects. Role play technique expanded students' learning experiences and increased students' abilities according to our results, however, the leading teacher should provide sufficient guidance like mental constructions before acting and feedbacks after role-play, so that the best performance would be achieved.
Translated title of the contributionRole-play Technique Applied to Course of Classic Novel Reading: Taking Romance of the Three Kingdoms as Example
Original languageChinese (Traditional)
Pages (from-to)55-70
Number of pages16
Journal嶺東通識教育研究學刊
Volume7
Issue number3
Publication statusPublished - Feb 2018

Keywords

  • Role-play
  • Pedagogy
  • Semi-structural interview
  • Qualitative study

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