| Choosing the three novice drama teachers in kindergarten as research objects, the study adopted the narrative research method, and collected data through "interview method" and "observation method" in the drama education field of the kindergarten to depict and analyze their experiences and feelings of the initial understanding and implementation of drama education.Specifically, this study attempted to explore the following questions on the novice drama teacher:How do they understand the drama education? Would their views about drama education be changed or not before and after implementation of drama education? Why were they changed? During the period, what they did, talked and how they thought? In the practice,what difficulties would they encounter? Have these difficulties been resolved? How to solve? In this regard, what can we do as theoretical researchers?The study found that novice drama teacher had difficulty in the cognitive level and the implementation level of drama education, which were mentioned in the expression of "cognitive difficulties in drama education" and "difficulties in the implementation of drama education" in the text. At the cognitive level, they misunderstood in the terms of the chain of activities, drama teaching strategies, and drama education philosophy. At the implementation level, they had difficulties in following three aspects:designing the program of drama activities, particularly, choosing right drama teaching strategies and conceiving dramatic conflict; classroom management was the biggest challenge they faced in the practice; the lack of in-depth understanding of young children combined with openness and uncertainty of drama education activity made a great test for their on-spot response capability.Finally, the researcher analyzed the toughest problem of classroom management which the novice drama teacher confronted and corresponding solutions; put forward corresponding suggestions for novice drama teacher, kindergarten and theorists. |
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