現今的學校課程採用多元化的評量方式，除了一般的紙筆測驗、口語問答，還有學習單創作等等。但是學校課堂教材內容大多使用出版商給予的書本，影音和道具，這些書中人物和情節都和學生日常生活無太大的關連性，因此學生無法從書本中得到太多的學習動機和吸引力。
本研究希望能透過小組討論創作出自己的生活化劇本和舞台劇演出來提升學習動機，藉由平板電腦的便利性，讓學生能夠便利的取得生活化的素材，像是現實中的對話和人物、場景，並將這些素材融入劇本中，之後小組組員分別負責演員、布幕音效控制等工作，在舞台前拍攝學習舞台劇。本研究探討學生是否能因為此活動而更能投入學習中，以及花更多心力在此學習活動上，能透過此活動而去發揮創意。因此，我們邀請62位大學生、碩士生進行實驗。實驗目的在於了解學生對於可以自我編導的學習舞台劇活動，比起使用課堂教材演出的舞台劇活動，是否更能提升學習動機、投入感以及激發創意的機會。結果顯示，學生透過小組編輯創作劇本並演出的活動比起一般的課堂教材演出來的更有興趣且投入，且更能讓學生有空間發揮創意。

Nowadays, language learning curriculum adopts multiple assessments to understand students’ learning situation in school. Assessments include the paper-and-pencil test, the oral test or the worksheets and so on. Teachers mostly use the textbooks, the exam paper and the audio, video which are provided by the publisher. However, the story and the role in the book have no association with students’ daily life. Students cannot arouse interest in learning.
The purpose of this study is to investigate the effect on learning motivation and participation of student in the new learning activity. The activity allows students in groups to create their own script in self-correlation materials and performance at the stage. Students can easily get the background, the character and the dialog in daily-life through the PC-tablet. And then edit the materials into the script. Students also have to be a role for filming the learning scenario. You can choose to be an actor, a director or a sound controller. In order to know whether students can be better involved in the activity and spent more effort on the activity, we invite 62 graduate and ungraduated students to participate the experiment. The result shows that students have more interest and more integrate in creating their own scripts and performance. The activity also gives students more chance to inspire their creative thinking.

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