莎士比亞與公眾演說之跨領域教學策略研究

簡介

本書根據作者多年授課經驗及在教學現場所面臨之困境，以「莎士比亞與演講藝術」以及「莎士比亞與公眾演說」兩門課為實驗，提出跨領域莎劇應用教學之嘗試，為華人世界首次將莎士比亞經典跨界應用於商管、演講、溝通等多元領域的教學設計實踐。本書將莎士比亞之精煉語言與人生智慧從文藝復興之時空釋放至後現代，融合了「案例教學法」與「角色扮演法」的優勢，精心設計一系列深度的莎劇案例探討和生動有趣的角色扮演、即席演說等教學活動，具有高度前瞻的學術性，也有助於教師讀者應用於改善莎劇教學成效，提供活化經典課程的各種有效策略，除了能提升學生表達能力的文化層次與演說技巧，更能使莎士比亞更加普及化。

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目次

序················································································································································································································ iii
第一章　緒論······································································································································································· 1
一、前言··········································································································································································· 1
二、本書的研究動機與目的·················································································································· 7
三、本書之研究問題的重要性··········································································································· 8
四、本書課程的創新性與特色··········································································································· 9
五、本書研究的影響與應用力··········································································································· 24
六、本書架構與論文出處························································································································· 25
第二章　學理基礎······················································································································································· 27
一、案例教學法······················································································································································ 27
二、角色扮演法······················································································································································ 42
三、結合核心理論「案例教學法」與「角色扮演法」在本課程
的優勢···································································································································································· 60
第三章　研究方法與研究設計··············································································································· 63
一、研究方法····························································································································································· 63
二、研究設計····························································································································································· 69
三、研究實施程序··············································································································································· 80
四、研究資料分析··············································································································································· 82
第四章　課程設計與教學策略··············································································································· 87
一、課程結構與教學環境設計··········································································································· 87
二、前六週核心課程設計與引導歷程······················································································ 92
第五章　教學案例一：《亨利五世》（第七至十週）······························ 123
一、《亨利五世》第一週課：案例深度分析研究與辯論····························· 124
二、《亨利五世》第二週課：原劇精選子個案分析與沉浸式
角色扮演····························································································································································· 139
三、《亨利五世》第三週課：基於原劇的角色置換、延伸情境
與再扮演····························································································································································· 153
四、《亨利五世》第四週課：移植到當代時事之演講呈現、質詢
與討論···································································································································································· 156
五、結語··········································································································································································· 161
第六章　教學案例二：《威尼斯商人》（第十一至十四週）····· 163
一、《威尼斯商人》第一週課：案例深度分析研究與辯論······················ 163
二、《威尼斯商人》第二週課：原劇精選子個案分析與沉浸式
角色扮演····························································································································································· 182
三、《威尼斯商人》第三週課：基於原劇的角色置換、延伸情境
與再扮演····························································································································································· 194
四、《威尼斯商人》第四週課：移植到當代時事之演講呈現、
質詢與討論······················································································································································ 198
五、結語··········································································································································································· 201
第七章　教學案例三：《凱撒遇弒記》（第十五至十八週）····· 205
一、《凱撒遇弒記》第一週課：案例深度分析研究與辯論······················ 205
二、《凱撒遇弒記》第二週課：原劇精選子個案分析與沉浸式
角色扮演····························································································································································· 224
三、《凱撒遇弒記》第三週課：基於原劇的角色置換、延伸情境
與再扮演····························································································································································· 239
四、《凱撒遇弒記》第四週課：移植到當代時事之演講辯論
與總結討論······················································································································································ 244
五、結語··········································································································································································· 249
第八章　研究結果與反思······························································································································· 251
一、行動研究與質性研究結果··········································································································· 251
二、量化數據結果··············································································································································· 305
三、教學設計與實踐的省思與建議····························································································· 311
四、結語··········································································································································································· 321
第九章　結論······································································································································································· 323
一、人工智慧崛起的未來，為何要繼續在大學傳授經典？經典
智慧在當代的價值為何？經典又該如何傳承？··········································· 323
二、如何以跨領域課程培養跨領域人才？莎士比亞如何成為創新
跨領域課程的成功典範？··········································································································· 329
三、地球村的時代，全球教育界如何互助共榮？教學者如何借
他山之石以攻錯？ ······························································································································· 331
四、教學者為何需要優化課程？一個理想的高等教育教師肩負
什麼樣的使命與責任？·················································································································· 336
五、理想的未來大學為何？未來的大學需要什麼樣的課程？··············· 339
六、有心投入教學創新的教育者如何踏出下一步？··········································· 340
七、結語··········································································································································································· 340
參考文獻························································································································································································ 343
附　錄································································································································································································ 369
索　引································································································································································································ 375