Practical Research On Chinese Drama Text Teaching In Junior Middle School

Drama combines literature and art ingeniously.It has not only the contradictions and conflicts of literature,the characteristics of characters and the charm of language,but also the uncompromising and visual impact of artistic performance.The effective teaching of drama texts in junior high schools is in line with the current dual goal of cultivating students' aesthetic interest and literary attainments,and it also corresponds to the direction of the education sector to promote interdisciplinary exchanges.However,the author found that in real Chinese classrooms,drama texts are often in a disadvantaged position compared to other literary genres,which is undoubtedly a function of drama performance and concentration.The laws and the neglect of theatrical characteristics.Therefore,this article tries to creatively put forward strategies to effectively carry out drama teaching in Chinese class,and provide operable suggestions for the teaching of drama text in Chinese class.The specific content includes the following aspects:The introduction part,starting from the current situation and significance of drama text teaching,introduces the origin and value of the topic of "Junior Middle School Drama Text Teaching Practice Research".Then,through the analysis of the existing research results,the results and existing research results of the current scholars' related research are analyzed from the four aspects of the value research of drama teaching,the research of drama texts,the theoretical research of drama teaching at home and abroad,and the design of drama teaching.Not enough to comment.The first chapter first defines some concepts related to "drama" and "Chinese teaching",which contains the exploration and attempts of predecessors in the teaching of dramatic activities in primary and secondary schools.The effective teaching of drama texts in junior high schools is of great value in Chinese classrooms.However,in the current teaching of primary and secondary schools,drama is in a marginalized position.The reasons are mainly analyzed from four aspects:single teaching method,lack of drama teaching skills of teachers,lack of three-dimensional cognition of students,and the contradiction between the small proportion of examination and the importance of drama.The second chapter is the focus and innovation of this article.In order to solve the problems in drama teaching mentioned above,the author draws on previous experience and conducts strategic research in combination with the actual teaching situation learned during the internship.Drama teaching in the Chinese classroom focuses on text interpretation,but if only the text is used as the learning content,it is a neglect of theatrical performance and cannot give full play to the teaching value of the drama text.On the basis of absorbing the emphasis on text interpretation and writing experience in previous drama text teaching,the author further breaks down the barriers of different majors,proposes to cooperate with the drama performance major of colleges and universities,creates co-existence teaching between teachers and students,and promotes drama in campus activities.The third chapter is to apply the teaching strategy to the Chinese drama text and present it in the form of case.The author takes the "First Building of the World" and "The Merchant of Venice",which are excerpts from the junior middle school language,as examples to design two teaching practices and carry out teaching in two different ways.The "First Floor of the World" course combines the teaching of Chinese teachers with the teaching of drama performance.After the regular text courses are studied,the students will perform deduction to complete the experience sublimation,which not only combines theory and practice,but also does a good job of re-absorption of practice.The course "The Merchant of Venice" compares the teaching design of previous Chinese teachers with the teaching design of interns of drama performance majors in colleges and universities.In a short time,students listen to two teachers of different majors teaching the same course in different ways.They can not only comprehend text and performance knowledge at the same time,but also gain different learning experiences in comparison.The fourth chapter is the evaluation and reflection on the previous strategies and teaching design,as well as the prospects for the inheritance of drama culture.Sort out the key points of knowledge of text learning and drama performance,and optimize the problems that appear in the teaching design.In the writing stage,students are impacted by words and three-dimensional senses,and their creative desire is stimulated,thus opening a new chapter of learning.The innovations of this article are as follows: One is to further optimize student experience based on text interpretation.That is to say,based on the language and not ignoring the key point of script interpretation,it is proposed to strengthen the cooperation between primary and secondary schools and colleges in drama performance,and build a platform for exchange and learning between the two sides,so that junior high school students can experience the dramatic stage in addition to the charm of drama text.The second is the interdisciplinary exchange of Chinese teaching and art teaching,which is to teach with fun,and contrast teaching,so that students can feel the charm of subject intersection in contrast,so as to generate embodied cognition and intuitively feel the rich life experience hidden behind the drama works.Activities to make the drama text "live" in the Chinese class.