探討澳門戲劇教育在融合教育中對學生的學習成效與挑戰

This study aims to explore the current development of drama education in inclusive education in Macau, the teaching practices of educators, the learning outcomes for students, and the challenges faced during implementation, while also providing recommendations. A qualitative research method was adopted, conducting semi-structured in-depth interviews with eight teachers from different schools and analyzing the findings alongside relevant literature. The study reaches the following conclusions:
Drama education in Macau is still in the exploratory stage within inclusive education, primarily offered as interest classes and scattered activities. It lacks a systematic curriculum and faces challenges such as insufficient resources and professional training. Teachers integrate drama into language and social studies through methods like role-playing and script creation, using differentiated strategies for both regular and special needs students. Outcomes include improved social interaction, self-confidence, language comprehension, and creativity. Challenges include inadequate policy support and social perception biases. Teachers recommend that the government enhance policy and resource investment, and that schools integrate drama education into regular curricula.
Based on the above research results, the researchers propose several suggestions for implementing practical drama education in inclusive settings and provide reasonable and specific bases to support future related research.

本研究旨在探討澳門戲劇教育在融合教育中的發展現況、教師的實踐方式和對學生的學習成效以及實施時的挑戰並提出建議，採用質性研究方法，對八位來自不同學校的教師進行半結構式深度訪談，並結合相關文獻進行分析。本研究得出澳門的戲劇教育在融合教育中仍處於探索階段，主要以興趣班和零散課堂活動形式存在，缺乏系統化課程體系，並面臨資源不足和師資專業能力不足等挑戰。教師將戲劇教育融入語文和社會學科，通過角色扮演和劇本創作等形式，針對普通學生與特殊學生採用差異化策略，學習成效體現在促進社交互動、增強自信心、提升語言理解和培養創造力等方面。面臨的挑戰包括政策支持不足、缺乏系統培訓以及社會認知偏差。教師建議政府完善政策與資源投入，學校將戲劇教育納入常態課程，並透過社會宣傳改變認知，以推動戲劇教育成為促進學生全面發展的有效工具。 基於上述的研究結果，研究者對在融合教育中推行實踐戲劇教育提出了幾個建議以及提供了合理且具體的依據以支持未來的相關研究。