| Class historical drama is an effective way to serve history teaching. With the organization and guidance of their teachers, students play or simulate the characters in the society and history combine with specific teaching contents. They select props, create the scenario, write the script all by themselves to enhance the understanding and cognition of the social and historical development through their own emotional experiences. Class historical drama follows the principles of practical, personalized, comprehensive, interesting and cooperative. In the implementation process, the drama including some activities like choosing a topic, grouping, writing a show, conducting rehearsal and performance, summarizing and assessing, which can make students better understand the history, motivate interest in learning and consolidate the knowledge. Class historical drama do not need to spend a lot of time rehearsing and performing, not ask for high level or large scale of performance, but through this way, students may well know the play wants to achieve what kind of education purposes, to deduce what kind of historical facts, as well to spread what kind of social principles.Class historical drama may seems simple, but it’s pretty interesting. In practice, teachers and students should pay attention to deal with the relationships between the historical knowledge and theatrical performance, cooperation and division, teachers’ ruling function and students’ principle role. Only then can the drama serve class teaching with highly effective, and so as to better achieve the three-dimensional targets in the new curriculum reform. Therefore, in order to acquire the effectiveness of the class historical drama, teachers must take serious of students’ psychological characteristics and stimulate students’passion, let them learn to identify and appreciate history. Meanwhile, the instructor can follow the curriculum requirements, bring the excellent history story into teaching, so that can achieve the best results. |