Research On The Teaching Practice Of Musical Drama In High School From The Perspective Of Situated Learning Theory

With the transformation of the "Music and Drama" module in the high school music curriculum,the education and teaching of musical drama has gradually become a topic of great concern.Throughout the development of musical dramas in various sections of our country,high school musical drama education and teaching seem to be weak.Therefore,this article takes all students in Changsha No.1 Middle School and Grade 17 Senior 2 as practical objects,and aims at the perspective of Situated Learning theory through the literature.Research method and practical research method,analyze and summarize the development model of high school musical drama curriculum and the problems existing in teaching,and try to provide a reference for the development of musical drama curriculum in high school.The overall framework of this article includes three chapters: introduction,theoretical inquiry,practical research,reflection and prospect.The specific chapter content is as follows:The first part is the introduction.The research origin,research background,research significance,research review,research ideas and methods of this article are clarified,and high school music teaching is confirmed as an emerging topic in high school music teaching.The current status and development of music drama teaching are sorted out from domestic and foreign literature.Direction,and strive to explain the basic ideas of the full text from a global perspective and systematic thinking.The first chapter is the theoretical basis.First,it briefly discusses the basic meaning of the Situated Learning theory and discusses the applicability of the Situated Learning theory and high school musical drama teaching based on practice.Secondly,it explores the Situated Learningtheory and high school from three perspectives: knowledge,learning,and teacher-student perspectives.The suitability of musical drama teaching;Finally,Situated Learning theory has been used to extract the inspiration for high school musical drama teaching,which lays a solid theoretical foundation for this article.The second chapter is practical research.Based on the Situated Learning theory and the basic structure of the musical drama curriculum,a practical inquiry into the musical teaching of high school is conducted.First,the background and design,content and methods,curriculum organization,and evaluation of screenwriting teaching were explored from the requirements of the real situation of the theory of Situated Learning theory.Subsequently,the play teaching was analyzed and analyzed based on the Situated Learning theory "cognitive apprenticeship".Discuss;then,analyze the teaching of stage and art in the musical drama course;finally,analyze and explain the whole course evaluation system.The third chapter is reflection and prospect.The author proposes reflection on the entire practice process of high school musical drama teaching,and puts forward a prospect for high school musical drama teaching based on the Situated Learning theory.It is hoped that this research can further expand the scope of Situated Learning theory and practice research,and also provide feasible solutions and theoretical guidance for high school musical drama teaching research,and contribute their own strengths to promote the improvement of high school musical drama teaching and the development of students as a whole.