On The Auxiliary Function Of Drama To Primary School Chinese Teaching

In China, the traditional Chinese teaching in primary schools had been monotonous, mechanical and had emphasized on teaching to teach students in a passive acceptance of the status for a long time. With the proposed "Long-term Education Reform and Development Program(2010-2020)" and the released "Education of Compulsory Language Curriculum Standards" in 2011, education starts to educate people as a fundamental requirement, for example, students become main bodies in classroom, education focuses on improving students’ comprehensive ability and quality.In order to implement of these new curriculum requirements, change classroom teaching models and improve primary Chinese teaching effectiveness, the author wonders that she can introduce drama into primary Chinese teaching in the work done by interns.For this study, in the first place having collected, summed up and sorted, analyzed of the existing literatures, books, newspapers and magazines, the author has known about the status, progress, difficulties and shortcomings of the study. Author found that there are three problems in existing researches:First, the lack of theoretical investigation practice and conclusions while discussion plays role in support of Chinese teaching in primary schools. Second, the study did not analyze the limitation that drama’s activities in Chinese teaching primary school, and failed to make recommendations to address the problem. Third, drama teaching recommendations made in the exist study did not combined with different psychological and cognitive characteristics of students in Chinese curriculum standards on the content of language teaching objectives and requirements. In view of these three issues, the author first analysis an hundred-years school history drama example that named "lilacs" from Tsinghua Centennial school to show the situation reached drama for primary Chinese curriculum goals. It proved effectiveness and assistant role of teaching a drama teaching methods. It also provides a theoretical basis for later teaching recommendations. Analysis of the situation reached by the drama of primary Chinese curriculum goals, author found this kind of drama’s activities that out of classroom not only reach the Chinese teaching target has a supporting role. But also there are some limitations. These limitations can be made up in the language classroom. Therefore, the author make specific drama’s teaching recommendations based on three primary school students’physical, psychological and cognitive segments, features, the requirement of "class standard" in the Chinese specific teaching objectives, literacy, writing and spelling teaching, reading teaching, writing teaching, oral communication and integrated teaching this five areas. According to "class standard" requirements and characteristics of students with the difference students, teachers can use "Picture Rendition", "Dramatic Action" and other play modes within literacy during the writing and pinyin teaching. Introducing "Lines", "Sound" and other theatrical elements, "Puppet", "Mask", "Space Conversion", "Documentary", "Close-up" and other play modes in the teaching of reading. Introducing "Mime" and "Recurrence" in the teaching of writing. Introducing dramatic action and sound effects elements like "Role-playing", "Imitation", "Lines of Dialogue" and other play modes in the teaching of oral communication. Introducing "Picture Rendition", "Imitation" and other play modes like using "Hand Puppet", "Clothing", "Props" and others to organize, consort, engineer, rehearse, perform Textbook Plays In comprehensive teaching. These studies fix three issues in existing research, and make contribution to the research in the supporting effect of drama on the primary Chinese teaching.