大約十年前，九年一貫的實施讓台灣中小學教育第一次將戲劇課程放入正式課程。創造性戲劇教育理論在歐美已發展半世紀之久，其精神是在於發展全方位的兒童，相關學者認為教育的重點應該是在於從經驗中學習而不是只是注重在心智上的發展。由於近年來的科技發展，部分戲劇教育專家表示科技導入戲劇教育是不可避免的趨勢。同時，互動設計研究相關單位紛紛投入兒童說故事互動系統的設計研究。然而在這些研究中並沒有針對兒童戲劇教育的流程和需求作探討，並不適用於台灣的兒童戲劇教育活動中。本篇論文之目的在於開發設計兒童在戲劇創作上面的輔助工具，然而戲劇創作的過程需要不斷的討論跟練習。在戲劇課程的活動中，孩童與老師均面對不同的挑戰。輔助工具的目的是減少孩童花時間在戲劇技術上的執行而非學習創作體驗的部分。本研究秉持著人本設計之精神，利用半結構式訪談以及觀察，直接在戲劇創作的活動場域中執行研究以及各階段的設計測試，並且找出需要解決的確切問題，提出輔助工具的設計方案。本研究提出使用及時去背的合成方式操作戲劇中的布景切換，並且針對兒童之劇本形式提出改良。另外本研究提出使用故事矩陣來輔助孩童的戲劇表演。本研究之工具設計在論文最後會進行評估活動，並且與表演藝術老師進行評估訪談以做最後設計修正之依據。

When Grade 1-9 Curriculum Guidelines was implemented about 10 years ago, it was the very first time of Taiwan’s education that put Drama into the formal curriculum in elementary school. The main idea of Creative Drama, which has been developed over 5 decades in the UK and the US, is about to inspire children in a whole aspect way not just focus know the intelligent development. However, production of a play of drama is miscellaneous. The field study of children’s drama activities tells that children and teachers
face to different kinds of challenges in drama program. This paper is aimed at development tools to support the drama activities, so that the exiting problem that the children facing to can be solved. The study of the field is involve the main idea of human-centered concept. The survey was in a contextual way with directly interview and observation in the field where the Creative Drama activities are. Through the field study, the exact problems in the operation of a play have been found, and the process of the activity is re-constructed. In the end of this paper, solutions are proposed as supporting tools, which include a Chroma key scenery operator, script sheets and Story Matrix, and the design will be evaluated in usability test.

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