The Interpret Evolution Of Drama Selection In Chinese Teaching Of High School For Almost Forty Years

The drama selection in textbook mostly excerpts from classic works of ancient and modern theater, with high teaching value.but in fact, drama teaching has been neglected in an awkward position for a long time. Systematic study of drama teaching which is of great significance in the dramatic text interpretation has been missing in the state. This situation caused the my research interests, this paper attempts to cut from the microscopic point of view to study drama teaching.With the development and language syllabus changes, since 1977, interpret ideas of dramatic works in Chinese teaching of high school has undergone from politicized tool of interpretation mode to human culture, aesthetic interpretation of patterns and then diversified, open technology Interpretation of tortuous development process model.The article is divided into five parts:The introduction includes the purpose and significance of this paper, and have an overview of the Situation in dramatic interpretation of high school Chinese teaching at this stage, make a few key elements of dramatic works interpretation in textbooks.The first chapter mainly discusses the drama selections’ interpretation of ideas between 1977 and 1995,which is characterized a politicized, instrumental interpretation of the period. This chapter introduces the language education background of the period, and then summarize the typical characteristics of this stage of the themes, characters, class contradictions in three areas, the final interpretation of the characteristics of the selected text of this stage drama made a brief evaluation.The second chapter analyzes the drama selections’ interpretation of ideas between 1996 and 2002,which is positioned a culture, aesthetic interpretation of the period. This chapter analyzes the impact of the specific provisions of the syllabus on the nature of language subjects humanities and literary interpretation of the provisions of the ideas and themes from changes in humanities, drama language, characters and other specific angle to analyze the characteristics of this period. Overall, theatrical interpretation of the idea of this period compared with the previous period some progress, but there are still some problems.The third chapter analyzes the drama selections’ interpretation of ideas form 2003 to the present, which is positioned a diversified, open interpretation of the period.Multiple interpretations has become a mainstream teaching ideas within this period, this chapter outlines a diversified, complex three-dimensional characters, dramatic conflict, such as the level of diversification process of teaching drama theme selected text gradually attention of the process, and the development of this stage to make a summary and evaluationThe fourth chapter sets out the main issues at this stage theatrical text interpreted the election still exists, proposed to enhance the status of the student body in a reading, guide students to use experiential interpretation in teaching, then strengthen the analysis of dramatic language action features and other suggestions.This article hopes to get some experiences and lessons through the analysis of the historical documents,and these can give Chinese teachers a valuable drama interpretation model, provide a reference for drama teaching high school.