| Consideration and understanding of teachers’ role are the foundation and prerequisite for teachers’ action. It is well acknowledged that pre-school teachers should be the "guide","observer","supporter" as well as "researcher". In order to explore the role of preschool teachers in children’s drama education and the uniqueness formed by the relationships between teachers and children due to that, the paper attempted to regard the concept of postmodern curriculum theory as the theoretical foundation and research perspective drama from the uniqueness of children’s drama education.This study used a bottom-up experience with a combination of top-down theory,mainly drawed of the grounded theory research paradigm.,analyzed and summarized drama class cases and datas of teachers’ interviews in case analysis and interview methods. Considering the characteristics of children’s drama education,the study treated the post-modern perspective on curriculum theory as a research perspective to theoretically analyze and improve the empirical datas.Based on these attempts, the children’s drama teacher’s role was defined as:pioneering players, changing roles plexus, Anchor person meeting conflict. On this condition, the relationship between teachers and children in children’s drama education would be explored, furthermore,"I you" fellowship was proposed while dialogue relations and creation relationships were produced. The purpose of this paper was to explore a brand new vision of kindergarten drama education theory, enrich theoretical study of children’s drama education, educate practitioners to have positive inspiration, prompting them to clearly grasp their roles in children’s drama orientation, breaking barriers for bondage ideas, thoughts, and changing the way of thinking. By such means, teachers could truly appreciate the charm of drama education. |
