尋繹戲劇教育全球在地化之道：香港幼兒教師培訓個案研究

The Quest for Glocalising Drama Education: A Case Study of Training Hong Kong Early Childhood Teachers

譚寶芝(Po-Chi Tam)

全球在地化 ； 教師培訓 ； 傳承者角色 ； 戲劇教育 ； 戲劇習式（慣例） ； glocalisation ； teaching training ； roles of propagator ； drama education ； drama conventions

藝術教育研究

27期（2014 / 05 / 01）

1 - 26

繁體中文

本文根據全球在地化的理論，探討戲劇教育在香港在地化的問題。首先，筆者以傳承者的身分，據一己的師訓教學經驗作個案研究，蒐集了147位學員的教案，以及邀請了當中14位進行訪談，描述及解釋戲劇教育在本地借用和傳承的複雜情況。結果顯示，學員雖一致認同戲劇教育的變革功能，但一方面被慣常的教學思維和模式所支配，另一方面，又因培訓不足和參考資源匱乏等原因，令他們對戲劇習式多所曲解及誤用，出現「形似而神不似」的問題。據此，筆者反思工作坊這類西方體驗式教學的侷限，並挪用有關教師主導知識製造這方面的本土元素，把全球與本土的教師培訓模式雜糅起來，目的是協助學員建立一致而基本的知識框架，系統地連繫與整合具體經驗，期望使戲劇教育有效實踐，得以在香港持續發展。

With reference to the theory of glocalisation, this study examined the glocalising of drama education in Hong Kong. Firstly, the author, serving a propagator of drama education and relating to her teaching training experience, looked into the teaching plans of 147 students and interviewed 14 of these students, from which the author illustrated and explained the complexity of borrowing and passing on drama education in Hong Kong. Though the students agreed unanimously that drama education is capable of promoting transformation, they have always been under the constraints of their prevailing teaching beliefs and practices. Moreover, with inadequate training and scare resources available in Hong Kong, the students have misinterpreted and misused drama conventions which brought forth merely a form of drama education, but never its spirits. This prompted the author first to reflect on and deconstruct the western workshop mode of experiential teaching which addresses learning through experience, and second to appropriate the local factors to reconstruct a hybridized training approach. This hybridization aims at helping the students establish a basic and standard knowledge framework of drama conventions, and thus incorporate it systematically to practical experience in the hope that drama education would take its promising transformation effect and keep passing on in Hong Kong.

1. 譚寶芝(2012)。以繪本《紙袋公主》結合教育戲劇實踐批判閱讀教學之自我研究：陶造與再陶造戲劇習式的運用。當代教育研究季刊，20(4)，85-120。
   連結：
2. Bhabha, H.(1994).The location of culture.London, UK:Routledge.
3. Burnard, P.(Ed.),Hennessy, S.(Ed.)(2006).Reflective Practices in Arts Education.Dordrecht, NL:Springer.
4. Canagarajah, S.(2002).Reconstructing local knowledge.Journal of Language, Identity & Education,1(4),243-259.
5. Cheng, K. M.(1998).Can education values be borrowed?.Peabody Journal of Education,73(2),31-50.
6. Cheng, P. W.(2006).The translation of western teaching approaches in the Hong Kong early childhood curriculum: A promise for effective teaching?.Contemporary Issue in Early Childhood,7(3),228-237.
7. Cheuk, J.,Hatch, J. A.(2007).Teachers' perception of integrated kindergarten programs in Hong Kong.Early Child Development and Care,177(4),417-432.
8. Chou, S. Y.(2007).UK.,Institute of Education, University of Warwick.
9. Coffey, A.,Atkinson, P.(1996).Making sense of qualitative data.London, UK:Sage.
10. Curriculum Development Council(2001).Learning to learn: The way forward in curriculum development.Hong Kong:Author.
11. Flood, J.(Ed.),Heath, S. B.(Ed.),Lapp, D.(Ed.)(1997).Research on teaching literacy through the communicative and visual arts.New York, NY:Machmillan.
12. Giulianotti, R.,Robertson, R.(2012).Glocalization and sport in Asia: Diverse perspectives and future possibilities.Sociology of Sport Journal,29(4),433-454.
13. Hofstede, G.(1986).Cultural differences in teaching and learning.International Journal of Intercultural Relations,10,301-320.
14. Kolb, D. A.(1984).Experiential learning: Experience as the source of learning and development.Englewood Cliffs, NJ:Prentice-Hall.
15. Li, H.,Rao, N.,Tse, S. K.(2013).Adapting western pedagogies for Chinese literacy instruction: Case studies of Hong Kong, Shenzhen, and Singapore preschools.Early Education and Development,23,603-621.
16. Li, J.(2003).US and Chinese cultural beliefs about learning.Journal of Educational Psychology,95(2),258-67.
17. Li, Y. L.(2004).The culture of teaching in the midst of western influence: The case of Hong Kong kindergartens.Contemporary Issue in Early Childhood,5(3),330-348.
18. Lin, A.,Luk, J.(2002).Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies.Canadian Modern Language Review,59(1),97-124.
19. Lin, Y. S.(2008).Applying drama in Taiwan's primary curriculum: The reality and difficulties through primary school teachers' viewpoints.Asia-Pacific Journal for Arts Education,6(1),1-27.
20. Montgomerie, D.,Ferguson, J.(1999).Bears don't need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process.Research in Drama Education: The Journal of Applied Theatre and Performance,4(1),11-20.
21. Moore, D. T.(2010).Forms and issues in experiential learning.New Direction for Teaching and Learning,124,3-11.
22. Mundy, K.(Ed.),Bickmore, K.(Ed.),Hayhoe, R.(Ed.),Madden, M.(Ed.)(2008).Comparative and international education: Issues for teachers.Toronto, ON:Canadian Scholars'Press.
23. Neelands, J.、Goode, T.、舒志義譯、李慧心譯(2005)。建構戲劇：戲劇教學策略70式。臺北市=Taipei:財團法人成長文教基金會=Healthy Growth Foundation。
24. Patton, M. Q.(2002).Qualitative research and evaluation method (3rd ed.).Thousand Oaks, CA:Sage.
25. Pearson, E.(2011).Avoiding recolonisation in early childhood: Promoting local values as mediators in the spread of globalisation.Contemporary Issues in Early Childhood,12(3),212-223.
26. Prendiville, F.,Toye, N.(2007).Listening and speaking through drama 7-11.London, UK:Paul Chapman.
27. Robertson, R.(1992).Globalization: Social theory and global culture.London, UK:Sage.
28. Robertson, R.(Ed.),Scholte, J. A.(Ed.)(2007).Encyclopedia of globalization.London, UK:Routledge.
29. Tam, P. C.(2010).Appropriating drama pedagogy: Learning from the local practices in Hong Kong.Pedagogy, Culture & Society,18(3),309-329.
30. Wang, W. J.,Tam, P. C.,Kim, B. J.,Kok, H. L.(2013).New imaginings and actions of drama education and applied theatre in NIE4 in Asia.Research in Drama Education: The Journal of Applied Theatre and Performance,18(1),79-83.
31. Winston, J.(2000).Drama, literacy and moral education 5-11.London, UK:David Fulton.
32. 吳清山、林天祐(2005)。教育新辭書。臺北市=Taipei:高等教育文化事業有限公司=Higher Education。
33. 香港基督教服務處教育政策研究小組(2002)。香港幼兒教育質素意見調查。香港=Hong Kong:香港基督教服務處=Hong Kong Christian Service。
34. 梁長城編、黃瑞珍編(2004)。閱讀研究與教學的新路向。香港=Hong Kong:香港閱讀學會=Hong Kong Reading Association。
35. 梁敏兒(2003)。文本的閱讀：文學與教育之間。香港幼兒教育學報，2(1)，5-10。
36. 許明輝編、舒志義編(2010)。香港學校戲劇教育成果的研究與評鑒，香港=Hong Kong:
37. 陳志威(2010)。香港學校戲劇教育發展範式的轉變。亞洲戲劇教育學刊，1(1)，69-79。
38. 彭玉文(2001)。課室變法：創造劇與教育戲劇實踐。香港=Hong Kong:香港教育專業人員協會=Hong Kong Professional Teachers' Union。
39. 舒志義編、黃婉萍編(2007)。崎嶇小徑抑或康莊大道？：香港戲劇教育的危機。香港=Hong Kong:香港教育劇場論壇=Hong Kong Drama Theatre and Education Forum。

1. 譚寶芝、林玫君(2018)。臺灣與香港幼兒戲劇教育全球在地化：視像人種誌對話研究。課程與教學，21(3)，1-27。