The Practical Exploration Of Drama In Education In Life-Oriented Chinese Class In Special Schools For Mental Retardation

Drama in Education is a method of teaching in school classrooms using the skills of drama and theater.Children with intellectual disabilities are characterized by low level of cognitive development,delayed language development,inattention,weak communication ability and difficulty in controlling emotions.However,the rich,interesting and situational activities in Drama in Education can stimulate students’ learning interests to a greater extent.Its rich expression and the reappearance of a large number of life scenes can play a positive role in the communication and expression of students with intellectual disabilities and their accumulation of life experience.Studying the application of Drama in Education in the teaching of education of mentally retarded is of great significance in improving students’ learning effect and promoting students’ development.In the west,Drama in Education has already developed into an independent and mature discipline,and has its own systematic theoretical system and strategic method.In China,educational drama was first introduced and promoted in Taiwan and Hong Kong and started relatively late in the mainland where Drama in Education has not been developed sufficiently so far.The current "drama teaching method" used by primary and secondary school teachers is relatively rough,and its application in the teaching of education of mentally retarded is still shallow.In this study,13 students from class 18,grade 2,special education school in Changde city were taken as the research objects.All the life-oriented Chinese class teachers and the accompanying parents were also included in the study.Firstly,the status quo of the life-oriented Chinese teachers in this school and their understanding of Drama in Education were investigated through questionnaires.In addition,certain teachers and parents were selected for in-depth interviews based on relevant questions.Then,the class was observed before practice.Combined with the observation data and the survey results,the initial theoretical framework of integrating Drama in Education into life-oriented Chinese class was proposed.And related teaching design was also carried out.After that,Drama in Education teaching strategy was applied in the life-oriented Chinese classroom,and two rounds of action research were conducted to draw practical conclusions and modify the principle and theoretical framework of the teaching design.The results show that: Drama in Education plays a role in improving the teaching effect in the life-oriented Chinese class;The use of Drama in Education teaching strategies should fully consider the students’ actual situation;The subject attributes should be paid attention to while adopting Drama in Education;Drama in Education teaching strategies need to be based on the classroom content;Drama in Education teaching strategies have certain requirements on students’ abilities;Finally,according to the theoretical framework of the teaching design,six basic principles "living,discipline,appropriateness,situationality,individualization and activity" was established.