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研究生： 李宜容
LEE, Yi-Jung
論文名稱： 應用教育戲劇於引發代間死亡和臨終對話之行動研究
Action Research on Applying Drama-in-Education to Initiate Intergenerational Conversations on Death and Dying
指導教授： 林蕙玟
Lin, Hui-Wen
學位類別： 碩士
Master
系所名稱： 規劃與設計學院 - 創意產業設計研究所
Institute of Creative Industries Design
論文出版年： 2026
畢業學年度： 114
語文別： 英文
論文頁數： 283
中文關鍵詞： 教育戲劇 、死亡與臨終對話 、行動研究 、臨終議題
外文關鍵詞： Drama in Education, death and end-of-life dialogue, action research, end-of-life issues
相關次數： 點閱：48  下載：2 
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    • 台灣於2018年邁入高齡社會，並於2025年已邁入超高齡社會，是全世界高齡人口成長速度最快的國家之一。在人口高齡化的社會背景下，老化、臨終、死亡議題就顯得格外重要，妥善的規劃個人的臨終及死亡，拓展整體社會對議題的討論度，以提升大眾對於議題的包容、接受度，是目前台灣社會亟需的構面。同時，醫療的快速進步，使得臨終醫療成為重要的話題，臨終過度的醫療介入成為善終的阻礙，而和尊嚴善終連結的病人自主權利法，及其涵蓋的預立醫療決定，都成為現今台灣社會談論臨終醫療決定時的要素。人口組成和流行病學的變遷，使得對死亡、臨終的談論，變得越發的緊急、重要。
    然而，因為文化、社會、家庭關係等顧慮，開放、直接的談論死亡仍是一項挑戰。本研究嘗試以間接的方式，開啟不同世代間對於死亡及臨終的討論。研究中以戲劇作為開啟談論的媒介，試圖藉由戲劇所創造的距離，讓人們能以相對安全但又簡單的方式，嘗試和不同年齡層的人談論死亡及臨終。本研究為一行動研究，藉由執行了一教育戲劇的行動方案，了解、優化工作坊的內容，並獲取研究資料。本研究執行一可供未來參考的範例，同時從過程中了解參與者的想法、心境變化，以及不同世代在議題中所呈現的差異。
    研究中的工作坊在規劃、試演、執行後，針對參與者和工作人員進行訪談，並對資料進行分析。研究指出不同世代在談論臨終議題時，會因為家庭位置、經驗而有所差異，這些經驗差異也會進而影響個體在工作坊中所接收到的知識、想法及態度的改變，而過去的經驗與知識，又會促使個體思考自身的臨終醫療決定。而本研究的行動迴圈亦提供未來相關活動一可供參考的示範，同時提出工作坊應執行的重點及應避免的元素。

    Taiwan became an aged society in 2018 and entered the stage of a super-aged society in 2025. It is one of the countries with the fastest-growing older population in the world. Against the social background of population aging, issues related to aging, end-of-life care, and death have become particularly important. Properly planning for one’s own end-of-life stage and death, expanding social discussion of these issues, and enhancing public tolerance and acceptance of them are urgent dimensions in contemporary Taiwanese society. At the same time, the rapid advancement of medicine has made end-of-life medical care an important topic. Excessive medical intervention at the end of life may become an obstacle to a good death, while the Patient Right to Autonomy Act, which is connected to dignified dying, and the advance decisions covered by the Act have both become key elements in current Taiwanese discussions of end-of-life medical decisions. Changes in population composition and epidemiology have made discussions of death and end-of-life issues increasingly urgent and important.
    However, due to concerns related to culture, society, and family relationships, open and direct discussion of death remains a challenge. This study attempts to initiate discussion of death and end-of-life issues across different generations through an indirect approach. Drama is used in this study as a medium for opening discussion. Through the distance created by drama, the study attempts to allow people to discuss death and end-of-life issues with people of different age groups in a relatively safe and accessible way. This study adopts action research and attempts to gradually optimize the content of the workshop during the research process, with the aim of developing an example that can serve as a reference for the future. At the same time, it seeks to understand participants’ thoughts and changes in their states of mind during the process, as well as the differences presented by different generations in relation to the issue.
    After the workshop in this study was planned, trialed, and implemented, interviews were conducted with participants and staff, and the data were analyzed. The study indicates that when different generations discuss end-of-life issues, differences emerge due to family position and experience. These experiential differences further influence the knowledge, thoughts, and attitudinal changes that individuals receive during the workshop, while past experiences and knowledge also prompt individuals to think about their own end-of-life medical decisions. The action research cycles of this study also provide a referential example for future related activities, while proposing key points that should be implemented in workshops and elements that should be avoided.

    CHAPTER 1: Introduction 1 1.1 Research Background 1 1.1.1 Demographic Changes Enhance the Importance of the Death and Dying Issue 1 1.1.2 Epidemiological Changes Have Led to An Unfamiliarity with Death and Dying 2 1.1.3 Taiwan's Policy Shift and Dilemma to Talk about The Issue 5 1.1.4 The Necessity and Possibility of Discussing the Issue.7 1.1.5 Current Situation in Taiwan and Research Expectations 10 1.2 Personal Research Motivation13 1.3 Research Objectives and Research Questions 14 CHAPTER 2: Literature Review 16 2.1 Drama in Education 16 2.1.1 The Definition and Function of Drama in Education 16 2.1.2 The Process and Working Skills of DIE 19 2.2 Intergenerational 21 2.2.1 The Criteria of Generation 21 2.2.2 Intergenerational Criteria of the Workshop 24 2.3 Conversation About Death and Dying 26 2.3.1 Conversation Direction about Death and Dying 26 2.3.2 Death and Dying Conversation in Taiwan 30 2.4 Action Research: Optimizing Actions as The Research Objective 32 2.4.1 The Definition of Action Research 32 2.4.2 The Purpose and Process of Action Research 34 CHAPTER 3: Research Methodology 38 3.1 Research Method: Action Research 38 3.2 From Theatre in Education to Drama in Education 41 3.3 Research Participants 43 3.3.1 Sampling Method 43 3.3.2 Personnel Turnover and Participant Withdrawal Matters 44 3.3.3 Participants Profile 46 3.4 Drama in Education Workshop Program Design 47 3.4.1 Syllabus Design 47 3.4.2 Script and Teaching Material Design 48 3.5 Research Data Collection and Analysis 53 3.5.1 Research Data Collection 53 3.5.2 Research Data Analysis: Thematic Analysis 56 CHAPTER 4: Research Findings 58 4.1 Differences and Difficulties in Discussing End-of-Life Issues Across Generations 58 4.1.1 Generational Differences and Power Imbalance 58 4.1.2 Values in Life and End-of-Life Medical Care 65 4.1.3 The Importance of Family Location and Personal Experience 70 4.2 Participants' Emotional and Cognitive Changes and the Establishment of Communication Patterns in the Workshop 75 4.2.1 Enhance Participants' Knowledge and Expand Perspectives 76 4.2.2 Dramatic Strategies Evoke Emotional Responses and Memory Recall 79 4.2.3 Establishing Communication Bridges through Drama Strategies and Shared Activities 83 4.2.4 Different Patterns of Change among Participants: An Analysis of Spectrum 87 CHAPTER 5: Reconstruction of Action Research 95 5.1 Action Research Cycle One: Reflection on and Revision of the Syllabus 95 5.2 Action Research Cycle Two: Syllabus Adjustment After the Trial Session 101 5.3 Action Research Cycle Three: Program Review and Revision Suggestions After the Formal Sessions 109 5.4 Suggestions for Using a Drama in Education Program to Initiate Intergenerational Discussion of End-of-Life Issues 115 CHAPTER 6: Discussion: Diverse Perspectives on Death Autonomy and Public Death Education 120 6.1 Relational Autonomy and Family Negotiation in End-of-Life Medical Decisions 120 6.2 Death Education at the College Level: End-of-Life Medical Decisions and Youth Self-Growth 123 6.3 From Institutional Understanding to the Gap in Practice: Public Education on End-of-Life Medical Decisions 126 6.4 Drama as an Alternative Approach to Initiating Public Discussion 128 6.5 Possibilities for Applying Drama in Education to Different Age Groups and Diverse Issues 131 CHAPTER 7: Research Limitations 134 CHAPTER 8: Research Conclusion 136 CHAPTER 9: AI Acknowledgement 139 CHAPTER 10: References 140 CHAPTER 11: Appendix 150

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