具身敘事教學初探－教學理論、課程設計及成效評估

Cultivating Embodied Narrative Techniques: A Case Study of Combing Educational Theory, Curriculum Design and Effectiveness Evaluation

10.6360/TJGE.202206_(29).0001

林文琪(Lin, Wen-Chi)

具身敘事 ； 具身敘事教學 ； 同理心訓練 ； 具身學習 ； embodied narrative ； embodied narrative training ； empathy training ； embodied learning

通識教育學刊

29期（2022 / 06 / 01）

11 - 56

繁體中文

回應敘事理論的具身化發展，如何發展有效引導學習者展開具身敘事的教學設計，讓敘事教學不僅只是關心語言領域中的敘事，而能進一步關注在行動領域中湧現的行動敘事及存在領域中的原初敘事，是本文的主要關懷。本文將以「戲劇排演與身體敘事工作坊」的發展為原型案例，介紹一個立基具身敘事理論的教學設計、實作經驗及其歷時四年，二個階段（先導期一年及模組化發展三年）的課程行動研究，提出初步的具身敘事理論、課程設計準則、以及執行基於設計的行動研究過程中階段性的自我評估及自我調整，並提出持續改善的方向，本文將提供有興趣經營具身敘事教學者參考。

In response to embodied narrative theory, the design of embodied narrative curriculum cannot be limited to the narrative in the field of language. This paper argues that it should be extended to the narration in the field of action and the original existence. Based on the case study of the development of drama rehearsal and embodied narrative workshop, this paper introduces the teaching design, practical experience and analysis of the effectiveness of the curriculum. The paper also puts forward the preliminary embodied narrative theory, principles, and redesign for the continuous improvement.

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