| As early as the 1970 s and 1980 s,European and American countries have attached great importance to the development of school-based curriculum.At that time,the British government even spent a large amount of funds on the training of teachers on school-based curriculum.At the same time,Comrade Deng Xiaoping gave instructions that education should be geared to the needs of modernization,of the world and of the future in Beijing Jingshan School in 1983.Then the state put forward Quality Education,which was embodied in the form of law in the Compulsory Education Law.However,there were many difficulties in implementing Quality Education.In June 2001,after the National Conference on Basic Education,the state decided to implement the "national,local and school" three-level curriculum management.Many schools took advantage of the opportunity of setting up school-based curriculum and combining their own characteristics to promote school-based training and carry out school-based research.As a result,the concept of "school-based" has gradually penetrated into the front line of education and teaching in China.In the 2011 edition of English Curriculum Standards for Compulsory Education,it is proposed that schools can develop suitable school-based textbooks to supplement and enrich classroom teaching content.In the 2017 edition of English Course Standards for Senior High Schools,it is pointed out again that schools should set up and develop school-based courses to meet the needs of students' development according to their own conditions.For English subjects,daily English classes already have difficulty meeting the requirements of the new era for students' English proficiency.In order to make students have better English literacy and be more competitive in the future world stage,the development of English school-based curriculum is imperative.As an applied drama in teaching,educational drama is in line with the teaching objectives of school-based curriculum in both form and content.On the basis of reviewing the current situation of school-based curriculum development and Drama in Education at home and abroad,this study,based on the theory of multiple intelligences,cooperative learning and constructivism,mainly adopts the methods of documentation,interview and classroom observation,and uses analysis of grades as a supplement to solve the research problems,so as to provide new ideas for junior middle school English teaching.The subjects of this study are 25 students from Class 1,a drama optional course taught by myself.They have attended this course for one term.On the basis of the feasibility analysis of school-based English curriculum development,the author drafts the principles of the development of English drama performance course;formulates the curriculum objectives,curriculum plans and curriculum evaluation methods of the course;shows the process of classroom implementation through one example and summarizes the key and difficult points of the course.In order to understand students' needs and experimental results,four interviews were conducted at the beginning and end of the study altogether.The results are presented through data and interviews based on students' mid-term and final English scores.The study finds that students' comprehensive language use ability has been improved and teachers also developed their professionalization.In theory,the study meets the requirements of the new curriculum standard "taking students as the main body,giving full play to the dual effects of humanism and instrumentality of English curriculum",which is helpful to enrich the system of English teaching methods,and has certain reference significance for students' development mode.In practice,it provides English teachers with new teaching ideas,enriches English teaching strategies and evaluation methods,and develops students' potential,laying a foundation for students' diversified development. |
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