本研究旨在探討「戲劇教學策略」應用於綜合活動課程之可行教學方式。為 瞭解戲劇的教學內涵與教學技巧，及其應用方式與學習者學習情形，研究採質性 研究的方式，以參與觀察法進行；針對研究者所任教的國小低年級兩個班級之 學童共計33 人，進行一個學期共計21 週之教學，分析以瞭解學習者在接受戲劇 教學爾後，對學童學習力與理解力提升之效益。本研究的目的計有三點：一、探 討戲劇教學在綜合活動課程中的運用。二、探討戲劇教學在綜合活動課程中的運 用，對於低年級學童在理解力表現上的影響。三、運用戲劇教學策略以提升綜合 活動課程的學習成效。 本論文參照戲劇教學理論，藉由文獻探討嘗試從戲劇教學策略在綜合活動課 程中之運用進行剖析，以為後續研究者繼續研究之方向。

The purpose of this study is to explore the practical teaching methods of the "Drama Teaching Strategies" applied to the integrated curriculum. In order to understand the teaching content and teaching skills of drama, and its application and learners' learning situation, the study adopts participant observation research to carry out a total of 33 students for the second year of teaching and teaching for a total of 21 weeks. With the quality of the analysis to understand the learners in the drama after the teaching of learning to improve the efficiency of school children. This study was given the following conclusions: First, the use of drama teaching activities, making the children with a cheerful mood to learn. Second, the use of drama teaching activities in the process, the students automatically participate in learning, the courage to express, to the performance. Third, the use of drama teaching activities to enable students to learn the results of high scores, resulting in learning fun. In this paper, according to the theory of drama teaching, this paper explores the application of drama teaching strategy in the course of comprehensive activity. From which to review the relevant norms, so that follow-up researchers continue to study direction.