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https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/113948
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| Title: | 戲劇團體對國中生人際溝通能力影響之探究 |
| Other Titles: | The influence of drama group on junior high school students' interpersonal communication ability |
| Authors: | 程致銘;Peng, Seng Chee |
| Contributors: | 淡江大學教育心理與諮商研究所碩士班
李麗君;Lee, Li-Chun |
| Keywords: | 人際溝通能力;戲劇團體;國中生;Interpersonal Communication Skills;Drama Group;Junior High School Students |
| Date: | 2017 |
| Issue Date: | 2018-08-03 14:36:40 (UTC+8) |
| Abstract: | 本研究主要是探討戲劇團體對國中生人際溝通能力影響之研究，探討其之現況和團體歷程中的變化和影響，研究對象為新北市某所中學之七和八年級國中生，進行的戲劇團體。
本研究採質量化並用的行動研究，透過使用「中學生人際關係量表 」蒐集了國中生的前後測量表資料進行評量、團體歷程記錄和戲劇團體回饋表進行結果與分析，從而瞭解國中目前人際溝通能力之狀況以及在參加戲劇團體後際人溝通能力之改變。
本研究主要結果如下：
壹、實施「中學生人際關係」量表測驗後，分析顯示後測分數比前測來得高但的未達顯著差異。
貳、實施戲劇團體能提昇國中生「人際溝通能力」
一、透過戲劇團體活動歷程，成員大多能夠主動地展現出「人際互動」能
力。
二、透過戲劇團體歷程，成員大多能夠自主地表現出「人際支持」能力。
三、透過投射或同理心等方法，成員大多能夠增強自信與情感意念提升「人
際需求」能力。
四、透過戲劇化之模仿、替身等方法，成員大多能夠適當地敏銳覺察調整想
法，提升自我「人際認知」能力。
五、透過創作角色與扮演等歷程，成員大多能夠進行自我反省和體驗，採取
口語和肢體語言向他人表達情緒感受，增強了面對「人際困擾」的解決
能力。
叁、從戲劇團體回饋表得知成員能接受戲劇團體，且獲得人際溝通能力提升。
最後，本研究從結果對於戲劇團體的設計分別提出一些建議以供相關工作者參考。
This study was to explore the influence of drama group on the interpersonal
communication ability of the junior high school students, and to explore the current situation and changes in the course of the group. The research object is the seventh and eighth grade students of the junior high school in New Taipei City.
In this study, collect data from “ The High Schools’ Interpersonal Relationships Scale ” test were assessed before and after , the process of drama group , students'' feedback to understand the current interpersonal communication situation , and analyzed the changes in communication ability after participating the drama groups.
The main results of this study are as follows:
First, the implementation of “ The High Schools’ Interpersonal Relationships Scale ” the quantitative analysis showed that post-test scores were higher than the previous test but was not significant.
Second, the implementation of drama group can enhance the students'' interpersonal communication ability, qualitative analysis concluded are as follows:
1. Through the activities of drama groups, most of the members can take the
initiative to show "Interpersonal Interaction" ability .
2. Through the course of the drama group, most of the members are autonomously
to demonstrate their "Interpersonal Support" ability.
3. Through projection or empathy, most of the members can enhance their
confidence and emotional awareness, enhance the "Interpersonal Demand "
ability.
4. Through the dramatic imitation, substitute and other methods, most of the
members can be appropriately sensitive to adjust cognitive and awareness, enhance the "Interpersonal Cognitive " ability.
5. Through the process of role play, most of the members can take oral and body language , and combine self-reflection with role play experience, to express feelings to
others, enhance to deal with "Interpersonal Interference" ability.
Third, the students’ feedback show that members can accept the drama group, and improve interpersonal communication ability.
Finally, the results of this study were put some suggestions for the relevant work of reference in future . |
| Appears in Collections: | [Master's Program, Graduate Institute of Educational Psychology and Counseling] Thesis
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