An Action Research Of The Teacher Guidance In Drama Games For Children In Senior Class Based On Picture Books

The concept and connotation of drama game have been developing continuously.Up to now,it has become an important part of drama education curriculum in kindergarten and has important value for children’s various development.Picture books contain rich drama elements that can be used as the material for teachers to organize drama games.Within the research on drama education in China,there are few studies specifically focused on drama games.Therefore,this study tries to take picture books as the carrier of drama games to carry out teaching activities,so as to enrich the theory and practice of drama games.In the preparation stage of the study,the researcher mainly carried out literature collection and preliminary investigation.The researcher observed and analyzed 15 drama game activities in kindergarten A,interviewed 9 teachers,and sorted out the existing problems as follows: the lack of time and space for the implementation of drama games;The form of drama games is constrained by performance games and lacks innovation;the manner of role guidance of drama games is single and lack of enlightenment;the establishment and maintenance of the rules of drama games lack conscious design;the evaluation of drama games is led by teachers and the content of evaluation is general;the use of drama teaching strategies is single and not rich.In order to solve these problems in teachers’ guidance of picture-book-based drama games,researchers mainly adopted the action research method,aiming at the problems existing in drama games,and tried to solve the problems in action research,To explore reasonable and effective teacher guidance strategies.Based on the relatively complete physical and mental preparation of children in Senior classes,this study selected a total of 84 children in two large classes in a kindergarten as the research object,and carried out an action study of 14 activities in four rounds.This study selected four potentials of children’s drama games as the action themes: body movement,expression,imagination,voice and oral expression.Each round revolves would be centered around a theme to start.The first round of action is on the theme of physical movements,focusing on the expression of children’s physical movements.The second round of action is on the theme of expression to enrich children’s dramatic experience in using expressions.The third round of action is on the theme of stimulating imagination.It aims to stimulate children’s imagination and creativity,meanwhile,it could strengthen the interaction between children.The fourth round of action is on the theme of voice and oral expression,and guides children to vary their voice and language,so as to enhance children’s verbal expression ability and creativity.At the end of each action,the researcher made reflection and evaluation based on the problems existing in teachers’ guidance in the activity,and implemented the concrete activity parts after adjustment.Each round of action is divided into two actions,the second action is based on the reflection after the first action re-implementation.Through four rounds of action research,we have promoted the common growth of teachers and children.Due to the limitation of time and energy,the main form of this drama game is collective teaching,which fails to effectively extend to children’s daily life.In addition,based on the experience of the action process,the researcher put forward some strategies to improve teachers’ guidance: First of all,teachers should establish a scientific view of drama games.Secondly,teachers should constantly enrich the theories related to drama games.Then,teachers should follow the logic of children’s drama experience construction to organize drama games.After that,teachers should carefully select picture books with dramatic elements.Finally,teachers should constantly improve their guidance ability in practice.