A Study On Drama In Education In School

Drama in education,which was born in British and American at the beginning of the 20 th century,has attracted the attention of practitioners of school education and drama art practitioners.With " dramatic teaching method"," Drama in theater"," educational drama"," developmental drama"," creative drama" and " process drama",drama in education has gradually formed a huge concept group in British and American and has also formed various practical experiences.At the end of the 20 th century,British and American drama in education were introduced into China,which has become a hot spot in Chinese school educating and practicing.Practitioners in Britain and the United States have reached a consensus after long-term practice.They believe that the core concept of drama in education practice is to respect children to express themselves freely,pay attention to the stimulation of children's imagination and creativity in learning,and effectively promote the development of children's self-awareness,peer interaction,social cognition,etc.Furthermore,both the process of teaching and learning based on pleasure,emotion and beauty.Therefore,the "resonance","curiosity","pleasure","criticism" and "aesthetic" effects of the drama process occur in the class.In contemporary China,class teaching is undergoing the de-contextualization of knowledge learning,the detachment of learning process and the emotional shielding of teaching process.Therefore,the practice of drama in education in contemporary Chinese schools has positive significance of change.This study attempts to examine the history,value and field trips of drama in school education in the UK,the US and China.It systematically sorts out the development of drama in education in the United States and China since the 20 th century.Tracking the development of education and practice of the United States where is outlined by the representative figures and core viewpoints.At the same time,in China,try hard to show the impact of the Anglo-American drama in education since the 20 th century.Furthermore,taking melementary school as a case,through field survey,the realistic transformation of the British and American experience in the Chinese practice of drama in school education is presented.Finally,re-understanding the value in education from drama in education in school practice,with the process itself.Turning the elements of drama such as "ritual","game","performance","action","imitation","space","imagination" and "improvisation" into the methods that can be used in classroom teaching by role-playing,situational construction and creative thinking.Finally,stimulating children's imagination and embodied learning effectively,and promote children's social development.This paper is divided into five parts,namely:Chapter one: This paper mainly puts forward the research origin from three aspects: how to alleviate the crisis of people under the control of technological rationality,and how can to make the practice of drama in education? How can the experience of British and American educational drama be transformed into local practice in Chinese schools and how to make them standpoint? Therefore,it is proposed that the research question is how can be transformed from "experience of British and American" to "practicing Chinese".Chapter two: it is a historical study of the western drama in education,with Britain and the United States as its major cities.Based on the background of the New Education Movement in Western Europe and the progressive educational trend in the United States,this paper reviews the development of drama in education in Britain and the United States since the 20 th century.It summarizes and refines the nodal educational thoughts and practical experiences that influence the development of western drama in education from the same era,different representatives and their representative view of drama in education.Chapter Three: A historical review of the development of drama in education China.Mainly in the context of the near modernization of Chinese society and education in the 20 th century,this paper combs the practice and thought of early modern drama education,and extracts the ideological basis which is interlinked with the Britain and the United States drama in school education.Then,starting from the middle and late 20 th century,the development process of drama in education in Hong Kong,Taiwan and Mainland in China,it has been sorted out,showing the characteristics of the practice of drama in education in different regions of China,and showing the different impacts of the experience of British and American on the three regions of China.Chapter four: Practice of educational drama in contemporary Chinese schools.Taking M Primary School as a case study,by field work,this paper investigates the practical process of drama in education in M Primary School.In china,it reflects the practical transformation of British and American on drama in school education from the perspectives of practical concepts,practical subjects,practical effects and future directions.Chapter Five: Re-recognition of the educational value of drama in education.It is mainly based on the common understanding formed by the integration and transformation of the practice of drama in education in Britain,the United States and China,and then refines and re-recognizes its educational value.Based on the nine elements of educational drama,namely "role playing","collective ritual","dialogue and communication","action expression","action imitation","situation weaving","free expression","space imagination" and "improvisational wisdom",this paper expounds the educational value of drama in school education from three aspects: children's social development,embodied learning and Inspiration of imagination.