Research On The Teaching Of High School Drama Works From The Perspective Of Core Literacy Of Chinese Language Subject

The theatre as a literary and integrated scene of music,dance,traditional artistic painting both as diverse as still holds the unique charm of languages abound to cultivate the abundant resources of basic knowledge essential to sensitising students to the culture in the teaching of languages of upper secondary education.However,in the practice of language teaching in upper secondary education,under the influence of various subjective or objective factors,the teaching of theatre is much less valued than the teaching of genres such as poetry,novels,prose,etc.Although several dramatic texts are selected from grammar school language textbooks,in practical teaching,the selection of dramatic texts is always in the corner of grammar school language teaching.On this basis,this article proposes its own reflections and reflections on the current teaching of language theatre in secondary education,guided by the idea of a core of disciplinary knowledge.The introductory section first presents the origins of the thesis,then the current state of research on basic literacy in language subjects and on the teaching of theatrical language in secondary school,and finally,the foundations of the thesis,its significance and methodology.The first chapter presents an analysis of teaching material typical of upper secondary education since its foundation.The second chapter,through the distribution of questionnaires to the sophomore students of two high schools of different levels in Jiaxing area,and the interview of the high school Chinese teachers of the two schools,to understand the current situation of high school Chinese drama teaching,found that there are problems such as lack of teaching motivation,teaching quality is not high,monotonous and fixed teaching methods,the interpretation of drama text is not enough to understand the current situation.To provide a solid practical reference for the follow-up research.In chapter three,the first two chapters,the concept of language competence,the corresponding implementation strategy against the teaching of the theatre language of upper secondary education,including culturally oriented disciplines,a reasonable choice of teaching content,innovative teaching modules,By using integrated teaching methods the assessment systems share the philosophy of the day as soon as these three to nine hours.In conclusion,it summarises the main research elements of this thesis,reflects on the gaps in the research process of this thesis and indicates future avenues for learning and research.