Towards The Self And The Society

Drama in Education is an educational concept and teaching method which originated and formed in the classroom teaching process of primary and secondary schools in western countries,such as Britain and America.It emphasizes the development of students' comprehensive qualities,for example self-cognition,imagination,creativity,personality,emotion and social cognition through dramatic skills of the performance,experience and fiction.Although Drama in Education has become popular in Britain,the United States,Canada,Norway and Ireland etc.,and has formed the “Anglo-American experience” typical of Britain and the United States,its development in Chinese mainland is still at the initial stage of exploration.As we know,Drama in Education has been introduced to China since the end of the 20 th century,and has been paid close attention by researchers and practitioners in the past 20 years.However,there are still some misunderstandings and misuses about the study of Drama in Education.Therefore,based on the position of pedagogy and the theoretical basis of body philosophy,embodied cognitive,embodied learning and symbol interaction etc.,this study explores the unique influence of Drama in Education on students' growth.Therefore,this study is based on the core research question “how does Drama in Education help students grow”.So,the specific research ideas are as follows:First of all,in the introduction part of this study,which explains the origin of the research,the core concept of the research,the literature foundation of the research and the problems and methods of the research.The specific development process is as follows: firstly,the research reasons of this study are analyzed from the perspectives of public topic,prejudice and misunderstanding of Drama in Education and the need of aesthetic education development.Secondly,we defines the core concepts of this study from three aspects: self,Drama in Education and the path of educational,and constructs the conceptual structure of Drama in Education in this study.Thirdly,this paper reviews the literature basis of this study from four aspects: Drama in Education as a performance event,Drama in Education as an educational phenomenon,Drama in Education as an embodied learning method and Drama in Education as an aesthetic education approach.Fourth,based on the purpose of the study,we put forward the research problems and research methods which are used in this study.Secondly,the research reveals the natural basis of the marriage between education and drama from four aspects: life care,emotion cultivation,and dialogue communication and performance presentation.It is because there are many internal relations between education and drama that Drama in Education is formed.On this basis,we further explain the theoretical basis of the development of Drama in Education from the perspectives of anthropology,sociology,psychology and pedagogy,and point out that it is the multiple theoretical sources that give Drama in Education a broad research basis.Then,the research turns to the specific practice of Drama in Education in China,and points out that there are two main approaches for the localization of Drama in Education in China: first,it integrates with subject teaching to form “instructional drama”;second,it combines with school activities to form “active Drama in Education”.In terms of this understanding,this study has deeply and concretely analyzed the unique educational influence of Drama in Education from three dimensions,including classroom unbinding,moral education and aesthetic education practice.Thirdly,the research with embodied cognition and embodied learning as the theoretical basis,which reveals and expounds the basic direction of education drama.The ideas of phenomenologists such as Husserl,Heidegger and Merleau-ponty provide us with an important philosophical basis for exploring the concept of embodiment,especially merleau-ponty's phenomenology of body.Meanwhile,with the development of embodied cognition theory,the view that learning originates from the body has been verified by corresponding psychological experiments and brain science.Embodied learning theory provides us with an important dimension to understand the nature of learning from the perspective of genesis.On the basis of this judgment,this study advocate that education should shift from detached education to embodied education.At the same time,in a cognitive and under the horizon of study to explore the theatrical education,one of the basic ways to explore the path of education of Drama in Education is to focus on the specific practice of embodied learning in educational drama,and the other is to explore education plays in the formation of the students' self-concept,cultivate the students' role consciousness,improve the students' personality,cultivate students' emotion and moral quality of the self-internal literacy can play a unique value.Then,from the perspective of symbolic interaction theory,this paper explores the unique role of Drama in Education in cultivating students' social literacy.Symbolic interaction theory emphasizes on thinking about the development of self and society from the perspective of dynamic generation,and points out that human beings mainly communicate and interact socially through the use of symbols such as language,movement,expression,gesture and text etc..In Drama in Education,symbolic signs,action signs and language signs are the most significant sign features.Therefore,the concept of symbolic is intrinsically related to the interactive theory of signs and Drama in Education.In terms of this understanding,this study interprets the symbolic interaction and sociological significance of Drama in Education as a whole.It also explores the educational path of Drama in Education at the sociological level from the perspectives of role experience,group activities and comprehensive interactive learning in Drama in Education.Finally,in the context of the era of artificial intelligence,this study believes that returning to the humanities is a new way of education drama in the era of artificial intelligence.The influence of artificial intelligence on our education is regional and Omni-directional.Therefore,we should rethink how to reconstruct the future form of school education driven by technology on the basis of in-depth understanding of the nature of artificial intelligence technology.In the face of the impact of artificial intelligence,while making some adjustments and changes in our original education,we should stick to what is fundamental in the education world.This study believes that while artificial intelligence technology brings rapid changes to our living world,our education should stick to some fundamental things related to human nature,and advocate the return to humanity to dissolve and resolve the human crisis caused by “technism”.As a kind of art closest to people,drama and education meet and cross the formation of Drama in Education,its core is the problem of people's own and the depth of human nature,and pay attention to life experience and humanistic concerns,so it can provide us with an important impact on cultivating students' humanistic spirit.