Research On The Application Of Educational Drama In Theme Classes In Primary And Middle Schools

Since the introduction of education and drama to my country,it has been welcomed by primary and secondary schools and teachers for its strong moral appeal of "acting real life" and its high degree of matching with the core literacy training requirements of Chinese students.Educational drama emphasizes the experience process and happy learning.It has rich operation styles and unique moral education functions.It injects a fresh blood into the activity classes of the primary and secondary school themed classes in the dilemma of moral education,blowing a spring breeze.Therefore,this article explores how to apply education and drama to primary and secondary school themed classes to improve the effectiveness of moral education through case studies.The research ideas of this paper are as follows: First,quantitative data analysis and qualitative research are conducted through questionnaires and observation interviews,and 11 primary and secondary schools in LJ and JC regions are targeted as the target schools to present the current status of the theme classes for primary and secondary schools.The problems and causes of the primary school theme class meeting.Finally,according to the investigation and analysis,combined with the personal cognitive theory and the symbolic interaction theory,the six principles,eight common habits and four application strategies of the educational drama applied to the primary and secondary school theme class meeting are proposed..The full text is divided into seven parts: In the first part,the reason why educational drama is introduced to themed classes in primary and middle schools.It mainly introduces the writing background,concept introduction and research significance.The second part is related literature review and applicability discussion.The third part is the theoretical basis and research methods and ideas.The fourth part explores the problems and causes of themed classes in primary and middle schools.There are four problems: lack of temperature in determining the theme,lack of participation in the content of the organization,lack of multi-dimensionality in the form of development,and lack of subjectivity in the implementation process;there are four reasons behind the problem: the limitations of the class teacher’s other thinking,the class teacher’s neglect of student life The experience of the situation,the limitation of the class teacher’s professional ability in moral education,and the class teacher’s disregard of the value generated by the students in the classroom.In the fifth part,it proposes the principles applied by educational drama in the theme classes of primary and secondary schools(the principle of full participation,the principle of positive encouragement,the principle of equal opportunities,the principle of cognitive sublimation,the principle of low control and high strategy,the principle of ensuring safety)and common practices(picture Freeze frame,idea tracking,expert coat,teacher entertaining,sitting on the needle,stand-in,off-site voice,conscience lane).The sixth part proposes four strategies for the application of educational drama in the theme classes of primary and middle schools: the class will be drama-from "intelligence" to "experience",the classroom will be theater-from "split" to "integration",and the teacher will be Directors-from "control" to "guide",students are actors-from "acceptance" to "generation".The seventh part is the conclusion.