Research On Drama Teaching From The Perspective Of Cohesion Between Junior High School And Senior High School

Drama is one of the important literary genres in Chinese teaching,which has unique teaching value and stylistic characteristics.This paper attempts to establish the teaching content of high school drama teaching from the perspective of completing the bridge learning at the beginning of senior high school,and give targeted teaching strategies.This paper mainly discusses from the following four parts.The first chapter defines the concept of drama and drama teaching,and proves the feasibility of large unit teaching in drama teaching from two aspects: the cultivation of drama core competence and the guidance of textbook system and arrangement intention.The second chapter summarizes the characteristics of the test selection in the Chinese textbook compiled by the Ministry of junior high school and senior high school respectively: the total number of the test selection in junior high school is small,and the temporal spirit and realistics are strong;The excerpts are concentrated in contradictions and conflicts,and the elements of drama literature are prominent.The space span of the test selection in high school is large,and the subject direction is clear;Dramatic effects are diverse and literary elements are comprehensive.By comparing the unit composition of the two learning stages,it is concluded that the task of the drama unit in two learning stages is to take the appreciation of the script and the stage performance as the key teaching activities.The learning tasks of the two units overlap and upgrade.The drama unit in the junior high school strengthens the stylistic awareness,and the drama unit in the senior high school weaves together,one is the stylistic awareness and the other is the theme.On the basis of the first two chapters and in combination with the requirements of the Chinese Curriculum Standards for Compulsory Education(2022 Edition)and the Chinese Curriculum Standard for Senior High Schools(2017),the third chapter refines the progression of high school stage drama teaching from three aspects:emotional values,drama learning ability levels,and cultural understanding and inheritance.The core issue of large unit drama teaching of senior high school can be therefrom established,which is mastering the literary composition and stage presentation in dramatic elements,understanding the multi-faceted characters and tragic spirit in the tragedy,and exploring the relationship between the theme of the work and the cultural society.The fourth chapter puts forward three changes of teaching strategies in combination with the teaching practice of drama teaching.First,teaching should be changing from scattered knowledge accumulation to knowledge transfer and application in the process,by taking the appreciation of tragic characters as a breakthrough and combining the characteristics of dramas to targeted and comprehensive use of drama knowledge.The teaching process should stimulate students’ drama learning accumulation from junior high school and understanding deeper in comparison,so that students can make a personalized interpretation of the characteristics of tragedy.Second,teaching should be changing from script-oriented teaching to activity-oriented classroom,by taking the campus drama festival as the general situation.The three real tasks of "tasting and discussing drama","performing and watching drama" and "judging and creating drama" are designed,and other learning scaffolding is designed to assist drama teaching.Third,teaching should be changing from the understanding and emotional experience of independent themes to the establishment of aesthetic and inheritance of cultural styles.We can dig out the cultural roots behind the tragedy from various angles,and associate the tragedy with life,and understand life through the creation of scripts.