Research On Project-based Teaching Strategies Of Drama In High School Chinese

Drama and poetry,prose,and novel are listed as the four major traditional literary styles,which should be the focus of teaching in high school Chinese literature text.Many editions of Chinese Curriculum Standards in General High school also treat drama teaching as important as poetry,fiction,and prose teaching.However,in actual high school Chinese language teaching,drama teaching has been marginalized for a long time.The Chinese Curriculum Standard for General High school(2017 Edition)organizes curriculum content with learning task groups and provides a method-oriented approach to achieve the goals of learning task groups——project-based teaching.Based on this,the author attempts to introduce the project-based teaching into drama teaching in order to improve the current situation of high school drama teaching.The author finds that in drama teaching,few teachers use time-consuming,labor-intensive and slow-acting project-based teaching.At the same time,in the academic circle,there are very few studies on project-based teaching strategies of drama in high school Chinese.Therefore,the author believes that it is necessary to carry out in-depth research on project-based teaching strategies in high school Chinese drama.This article is composed of three parts:introduction,body and conclusion.And the body is divided into four chapters.In the introduction,the author proposes the problems,combs and analyzes the current status of domestic research,explains the research significance and research method of this paper,and defines important concepts related to this article.Existing research results on project-based teaching of drama in senior high schools are lacking and there is a lack of systematic research on project-based teaching strategies of drama.The research significance of this paper is that it investigates the status of drama teaching in high school Chinese,which is beneficial to teachers,students and researchers to understand the current situation of teaching and learning drama in high school Chinese.In order to improve the current state of drama teaching,the project-based teaching is introduced into drama teaching and a systematic teaching strategy of project-based drama in high school Chinese is proposed.The research methods used in the paper mainly include literature research method,questionnaire survey method,case analysis method.At last,the two important concepts of project-based teaching and teaching strategy are defined.In the first chapter,the current situation of high school Chinese drama teaching is investigated by the questionnaire survey method.The author finds that the main problems are the lack of drama teaching,blurry stylistic boundaries,and poor learning effects.The reasons leading to these problems are:utilitarian teaching thinking and insufficient teaching time;solidified teaching thinking and general teaching content;single teaching method and insufficient learning interest.In the second chapter,the preparation strategies of project-based teaching of drama in high school Chinese are discussed.The preparing teaching strategies including determining the objectives of the project-based teaching,making the project-based teaching plan,and supplementing the project-based teaching materials is proposed.The determination of the project-based teaching goals can be started from four aspects of core literacy of the Chinese language subject.Making the project-based teaching plans includes setting project-based levels,determining the number of projects,and integrating project-based content.The supplementary types of project-based learning materials are mainly background biographies,interpretation and evaluation films and film appreciation materials.The third chapter discusses the implementation strategies of the project-based of Chinese drama in high school.The themes of Chinese high school drama are divided into basic,learning and seminar project,and different implementation strategies are proposed.The basic project of drama focuses on guiding students to establish stylistic cognition,which is mainly achieved by intensive reading of a script.It guides students to master the elements of drama in intensive reading scripts,deepen stylistic understanding in creative training,and establish initially a sense of stage in watching drama.The learning project of drama study focuses on expanding students' drama knowledge,which mostly achieved by learning script groups.It guides students to construct literary knowledge and reading experience in independent study scripts,and enrich the aesthetic experience in acting.The seminar project of drama focuses on students' in-depth exploration of problem points,which usually achieved by studying multiple supporting documents.It leads students to deepen the cognition of script problems in group discussions,and improve logical thinking in expression and communication.The fourth chapter discusses the evaluating strategies for the project-based teaching of drama in high school Chinese.It is proposed that the evaluation subject should be selected according to the different roles of teachers and students at different stages of project-based teaching of drama,and the evaluation method should be selected according to different types of learning activities.According to the different roles of teachers and students in the teaching process of three-level drama project,three evaluation subjects,namely teacher,student and group,are proposed respectively.According to the three different learning activities of reading and appreciation,combing and exploring,expressing and communicating in the project-based teaching of drama,three evaluation methods including traditional paper and pencil test,portfolio evaluation and performance evaluation are proposed.The conclusion part discusses the practical significance of the research on project-based teaching strategies of drama in high school Chinese.It promotes the improvement of teachers' drama teaching,as well as the effective learning of drama for students.