A Study On The Development Of Oral English Literacy Of Primary School Students Based On Creative Drama Education

Drama is not only an important art form,but also has important educational value.English curriculum standards for primary and secondary schools in Shanghai points out that primary school students should be able to communicate in English in role play and game activities.The General Office of the State Council issued the Opinions of The General Office of the State Council on Comprehensively Strengthening and Improving Aesthetic Education in Schools,which also pointed out that drama courses should be offered in primary and secondary schools.Therefore,this study will try to use the creative drama education method to enable students to develop their language expression ability and willingness in the drama performance.In this study,20 students from two classes of Grade Five in Z school conducted three rounds of experiments through action research to investigate the effect of creative drama education on the development of students' oral English literacy,from the fluency,accuracy,appeal and logicality of the oral English expression ability of primary school students and the student' interaction,interaction between teachers and students,and the public speech three dimensions of the wil ings.It is found that creative drama education activities can effectively improve the oral English literacy of primary school students,which has a significant positive impact on the development of the fluency,accuracy,appeal and logicality of the oral English expression ability of primary school students.At the same time,it can also promote the development of the three dimensions of students' oral English expression,that is,he students' interaction,interaction between teachers and students,and public speech.The study also analyzes the different stages of creative drama education and the different roles it plays in creative drama education,which have different influences on the development of students' oral English expression ability and expression wil ingness.It was found that in the first stage,the fluency and appeal of oral English expression ability of primary school students developed rapidly,the development of accuracy and logic dimension was hardly affected,and the development of public speaking dimension of their oral expression intention was significantly improved,while the development of the interaction dimension of classmates and teachers and students was not changed much.However,from the second stage,with the improvement of students' language application requirements,the accuracy and logic dimensions of students' oral English expression ability,as well as the interaction dimensions of students' oral English expression intention and teacher-student interaction have been significantly improved.Students' oral English quality is also affected by their role preference.The development of oral English literacy of students who mainly play the role of screenwriter is mainly reflected in the accuracy and logic dimension of their ability and the dimension of their wil ingness to make public speeches.Students who assume the leading role and supporting role have significantly improved their fluency and appeal in English oral expression,as well as their wil ingness to express themselves in English oral expression in various dimensions.The development of oral literacy of students who mainly take on the role of narrator is mainly reflected in the dimension of fluency of ability and willingness of public speaking.Finally,on the basis of the research,the author also puts forward some teaching Suggestions for front-line English teachers and reflects on the shortcomings of this research.