The High School Chinese Drama Teaching Problems And Countermeasures

Drama is a combination with language, movement, music, and dance on the stage, which contains many art elements such as conflict plot, individual language and moving characters. Drama literature occupies an important position in the history. There are some characteristics in drama art, such as comprehensive, conflict, language and action. Drama teaching should also reflect its characteristics of stage and literature. The concept of the new curriculum points out that Chinese Language Education should help the students learn the experience of beauty, appreciation and evaluation through all kinds of art resources. Drama has a unique role in the ability of reading, appreciation and communicative for students. This thesis is divided into four chapters, the following major elements:Chapter1.This thesis mainly expounds the reason and value of the theme. And research about drama teaching at home and abroad.Chapter2.As a comprehensive art, drama can be divided into different categories according to different standards. We should emphasize classification teaching and understanding. Drama has the unique value and significance in cultivation of students’ aesthetic ability and the language application ability.Chapter3.Four sets of Chinese textbooks in high school are investigated. Analyzed by horizontal comparison, the characteristics of the drama works of Chinese textbooks are wide range, discourse model, unit and thematically arrangement.Chapter4.The problems of drama teaching in the high school are textbooks, teaching method and learning method. The quantity is less and the proportion is lower than poetry, prose and novel in the Chinese language teaching material. The view is relatively narrow of drama text, foreign dramas are major and the number of Chinese ancient opera works is small. In order to improve the students’ reading efficiency, their reading interests and the knowledge accumulation should be considered when the textbook is to write. The teaching method is single and the teaching effect is not good are also exist. Because students lack appreciation of theatrical knowledge and have much time to read a large number of dramatic texts, it is difficult to understand and grasp the stylistic features and the content of drama works.Chapter5.To solve these problems, some exploratory suggestions are put forward for drama teaching method. Firstly, appreciating reading is used for the drama language, plot conflicts and characters. Secondly, to guide the students read in roles and perform script. Thirdly, writing could be combined in the study of dramatic literature. To practice to add the plot, comment on the characters and transform drama text with other literature styles, which is helpful to the ability of writing for students.