Research On Problems And Improvement Strategies Of School Educational Drama Application

Drama in education,which was born in the British and American countries in the early 20 th century,has attracted the attention of school education practitioners and theater practitioners.At the end of the 20 th century,drama in education were introduced into China,which has become a hot spot in Chinese school education practice.In long-term practice,theoretical researchers and practitioners believe that the core concept of drama in education practice is to respect the free performance of students through drama activities,attach importance to the stimulation of students 'imagination and creativity in teaching activities,and effectively promote the development of students' self-knowledge,peer communication,social cognition and other abilities.In turn,the process of teaching and learning realizes the fun in education,the love in education,and the beauty in education.In the face of contemporary Chinese schools,classroom teaching is full of cramming,the students 'learning process is boring,and the teacher 's teaching process has a single template.Teachers and the general public tend to pay attention to the results of students' knowledge learning,but their emotional ability and learning process are ignored.As a result,the practice of drama in education in contemporary Chinese schools has a positive transformational significance.At the beginning of listening to drama in education,I thought that drama in education was based on the word "drama",thus ignoring "education".In other words,drama in education was only understood as an educational drama,but it was not.drama in education is an educational method by which educators use drama and various elements to cultivate fully developed individuals.This research focuses on the application of drama in education in schools.First,based on the collection and combing of literature about educational drama,the concept,application basis,and functional performance of educational drama are analyzed and elaborated in depth.Secondly,walk into elementary and middle schools,conduct field investigations on education and drama practice in schools through questionnaire surveys and supplemented bycorresponding interviews,and then analyze the collected data and interview content,and find that teachers 'understanding of drama in education is inaccurate.Problems of improper drama in education practice behavior and single form of drama in education practice in the school as a whole.Third,from the characteristics of the educational drama itself,the three major parts of school education: the school environment,teachers and students,and the social environment analyze the reasons for these problems.Finally,based on the above investigation and reflection,this study attempts to put forward corresponding teaching improvement suggestions and provide some help and inspiration to the educators in the school.In order to deepen teachers' understanding of drama in education,it is recommended that the education department,school and individual teachers should take action based on their respective actualities.Continuously study the professional knowledge related to drama in education,the key is to clarify the connotation of drama in education and recognize the limitations of educational drama,and rationally apply educational drama to daily education and teaching practice.In terms of improving teachers' drama in education teaching ability,it includes improving teachers' teaching design ability,improving the quality of applied drama in education,and enhancing teachers' teaching evaluation and reflection ability.Finally,aiming at the problem of single practice mode of drama in education in some schools,it is recommended that schools integrate multi-dimensionally and optimize the application scenarios and forms of school drama in education,including the infiltration of drama teaching methods in subject teaching,the development of independent educational drama school-based curriculum and extracurricular drama activities.