| Summary: | 碩士 === 國立高雄師範大學 === 表演藝術碩士學位學程 === 107 === The purpose of this study is to explore whether the creative drama curriculum exerts an impact on the behaviors of elementary school students in special education, and then to analyze the differences and correlations between the behavior of students with mental retardation and that of those with autism after they participate in this creative drama curriculum. It is proved that creative drama course can enhance the learning motivation of these students, improve their behaviors and strengthen their interpersonal relationships. Finally, the study attempts to offer teachers with teaching references according to the research results.
In this study, four students from inclusive education at self-contained classes in the elementary school were the participants of the research. According to their learning characteristics as well as their advantages and disadvantages, the creative drama curriculum is subject to change in terms of the teaching methods, behavior modification technique and environmental stimulus, and then the research implemented a total of 12 creative drama courses on both basic level and advanced level. Qualitative research method was adopted to observe whether the student has any explicit behavior before and after the student’s participation and process of the course. It attempts to analyze student’s behaviors irrelevant to the course, imitation, creation, interaction, self-expression and other behaviors, comprehensive image records of their performances, teaching evaluation and teaching team’s discussion. Meanwhile, it is expected that students’ positive behaviors at school will be enhanced through the creative drama curriculum.
The results showed that the creative drama curriculum can offer students in special education with opportunities to improve their oral expression and interpersonal relations. The high learning motivation was used to cultivate these students’ positive attitude, thinking ability, observation ability and physical performance when they faced frustration. The study suggests that the curriculum design should go with student’s life experience and needs, considering their prerequisite capacities as the starting point, and coordinate the advantages of learning channels and learning characteristics of these students. Multiple teaching methods were integrated into all fields of subjects through the creative drama curriculum in order to enhance their learning motivations.
Keywords: creative drama, special education students, behavior
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