表演藝術源於生活，也在生活中實踐，藝術領域核心素養逐漸轉向與生活結合，重視以文化為主的教學。但事實上受限於資源、時間以及升學教育的影響，表演藝術課程的目標被視為可有可無，本研究藉由表演藝術課程融合港區藝術中心文化資源，以戶外教育的模式來設計課程，透過行動研究來評估學習成效，希望瞭解表演藝術與休閒生活的教學結合面向與成效。本研究以國中生為主體，以BOPPPS模式發展出適用於表演藝術課程之教學模式，透過參與式觀察法及現場教學參訪進行教學，教師採取行動研究觀察記錄課程教學情形，瞭解到表演藝術與休閒教育結合的可能性，未來作為表演藝術教師利用社區文化資源設計表演藝術課程的參考。整體的教學歷程經研究者自行改良規劃後分為三個階段，分別是：校外參訪前教學活動、校外參訪實地教學活動、成效評量與回饋。善用合作學習以互相交流、討論、合作，共同解決問題、創造新知識和技能，最後讓學生繪製心智圖盡情發揮創意，提升整體的學習成效。 Performing art comes from life and is also practiced in life. The core literacy in the field of art is gradually turning to be combined with life, and emphasis is placed on teaching based on culture. This study takes junior high school students as the main body and develops a teaching model suitable for performing arts courses based on the BOPPPS model. Teaching is conducted through participatory observation and on-site teaching visits. Teachers take action research to observe and record the teaching situa-tion of the course, and understand the relationship between performing arts and The possibility of combining leisure education will serve as a reference for performing arts teachers to use community cultural resources to design performing arts courses in the future. The overall teaching process is divided into three stages after self-improvement and planning by the researchers, namely: teaching activities before off-campus visits, on-site teaching activities during off-campus visits, and effectiveness evaluation and feedback.
