Research On The Theoreticalanalysis And Implementation Path Of Dramatic Chinese Teaching In Primary School

The union of drama and education is the empowerment of education.The dramatic teaching,as one of its products,opens a window to ameliorate the quality of contemporary education.The importance of dramatic teaching in promoting the healthy development of the future education is self-evident.However,the implementation of dramatic teaching is not satisfactory.The root cause is that people’s one-sided understanding of the principle of the combination of dramatic teaching and discipline leads to its implementation process floating on the surface and becoming a mere formality.Therefore,how to truly and effectively combine dramatic teaching with disciplines,dig out the reasons and dimensions that are appropriate to disciplines,and bid farewell to false prosperity in teaching is the key problem to be solved to ensure the dramatic teaching "thrive" and the main direction to be worked hard in the future.In order to promote the combination of dramatic teaching and basic education better,this research is based on primary school Chinese teaching,divided into four parts to carry out a rational analysis of primary school Chinese drama teaching,which is the basis of its implementation path construction.The first part,the meaning and idea of dramatic teaching.As an imported culture with a huge and complex matriarchal lineage,clarifying its meaning,idea and related issues is the most important thing.The first subsection discusses the relationship and differences between drama teaching in the context of this research and British educational drama as well as American creative drama,and then introduces its concept.The second module introduces the theoretical basis of dramatic teaching,including multiple intelligences theory,performance theory,learning by doing theory and the theory of embodied cognition.The third subsection constructs the element structure line of “the classroom is the stage-teachers and students are actors-the actor is also the audience-teaching is equivalent to acting”.The fourth subsection describes three values of dramatic teaching.The second part is an analysis of the suitability of primary school Chinese teaching and dramatic teaching.This part discusses the suitability of the two from an external perspective firstly,clarifying the fit between the dramatic teaching and the elementary school Chinese curriculum criterion.Then from an internal perspective,taking the primary school Chinese textbooks as the handle,it discusses the suitability of the elements of drama,the style of drama and the text content,the text structure.The third part is about the implementation path.Based on the analysis of suitability,this part created two specific implementation paths of Chinese drama teaching in primary schools in order to guide practice better.The first path is classroom-based primary school Chinese drama teaching,and the second path is community-based primary school Chinese drama activities.The two paths have different emphases,different application situations,and different operating procedures.The fourth part puts forward countermeasures to ensure and improve the quality Chinese drama teaching in primary schools from three aspects:the construction of school drama environment,the improvement of teachers’ drama literacy and the establishment of drama evaluation system,which is conducive to its sustainable development in the school environment.At the same time,it is hoped that these suggestions and strategies will inspire front-line teachers of dramatic teaching.