Research On Chinese Drama Teaching In Middle Schools From The Multi-modal Perspective

For a long time,drama teaching has not been given due attention because it has not been recognized correctly.In the real language learning,drama is often taken as a pure text.Although teachers will play video or let students play roles,the purpose is still to learn drama scripts,rather than learning drama.Unlike novels,prose and poems,which are composed of a single language symbol,drama not only includes language symbols,but also involves a variety of symbol systems.These non-verbal signs are also the resources of meaning generation,and often cooperate with language signs to generate meaning and achieve communication.From this point of view,learning drama is of great help for students to learn to use language.This paper starts with the definition of drama and drama teaching,introduces the theory of multimodality in linguistics,adopts the research method of multimodal discourse analysis,and explores the two values of drama in Chinese teaching from the perspective of multimodality.First,drama teaching can mobilize students’ multiple senses and improve their language sense;Second,drama teaching can help students reflect and improve their communicative competence.Then choose the drama thunderstorm as the object of analysis,based on the multi-modal,from the cooperation of language mode and other modes,the diversification of the use of language characters,actors discourse and audience interaction,characters discourse four aspects of drama teaching value to do further elaboration.Based on this,through the collation and analysis of the drama knowledge in the Chinese compulsory teaching material of the people’s education edition,it is found that there are three deficiencies in the drama aspect in the Chinese compulsory teaching material.One is to ignore the role of other modes in drama.Secondly,it ignores the diversification of language use.Third,it ignores the potential communication in the theater.In this regard,the proposed recommendations are as follows:One is to complement each mode with excellent drama disc;Second,to supplement the theater knowledge for students to imagine the mutual cooperation of various modes;Third,instructs the student to learn the language in the role play;The fourth is to guide students to learn drama through cooperation in Chinese and other subjects.