An Experimental Study Of Drama Education Cultivating Children's Aesthetic Personality

In recent years,the frequent incidents of violence and personality problems have attracted increasing attention.Personality is closely related to the development of individuals and society.The harmonious development of society needs aesthetic personality,and the healthy growth of individuals also needs aesthetic personality.Early childhood is the sensitive period of forming aesthetic personality and the best period of cultivating aesthetic personality.However,compared with the theoretical discussion of aesthetic personality in full swing,the experimental research on the cultivation of children’s aesthetic personality has not attracted widespread attention.Therefore,it is of great practical significance for the development of society and individuals to actively explore ways to cultivate children’s aesthetic personality and carry out experimental research.Due to its living and comprehensive artistic characteristics,drama education has unique advantages in cultivating children’s aesthetic personality.This study takes it as a way to cultivate children’s aesthetic personality,and carries out field experiments to verify the effect of drama education on children’s aesthetic personality by controlling the conditions,so as to promote the development of children’s aesthetic personality.Sixty children from a kindergarten in Chongqing city were selected as subjects for a two-month educational experiment.The development of children’s aesthetic personality before and after the experimental class and the control class were compared by measuring method.The main conclusions of the study are as follows:1.The aesthetic personality dimensions of children in the experimental class showed significant differences in the pre-test and post-test,while the aesthetic personality dimensions of children in the experimental class and the control class showed significant differences in the post-test.So,drama education can influence the development of children’s aesthetic personality.2.After the experiment,the scores of aesthetic personality dimensions of children in the experimental class were significantly higher than those before the experiment,and significantly higher than those in the control class in the post-test.So,drama education can promote the development of children’s aesthetic personality.Finally,based on the research results and conclusions,this paper reflects on the specific situation of the experiment and puts forward the following Suggestions for teachers,kindergartens and parents:1.Suggestions for teachers:(1)attach importance to the suitability of the content of drama education activities;(2)grasp the rationality of the skills of drama educational activities;(3)explore the value of personality cultivation in the content and skills of drama education activities;(4)do self-study,master drama teachers’ TPACK.2.Suggestions for kindergartens:(1)encourage drama performances and ensure the smooth development of drama education;(2)support teacher training to improve the quality of drama education;(3)create a kindergarten environment for the purpose of cultivating children’s aesthetic personality.3.Suggestions for parents:(1)facing up to drama education and supporting drama education in kindergarten;(2)create a beautiful family environment to nourish children’s aesthetic personality.