Research On Chinese Drama Teaching In Senior High School Based On Learning Task Group

Drama is a kind of stage art that integrates a variety of artistic expressions,that is,in a specific stage space,through the dialogue of the characters in a specific stage space,the dramatic action is carried out,creating contradictions and conflicts,and reflecting social life,Express the theme idea.In Chinese teaching,drama is usually regarded as one of the four major literary genres,so it is also called "drama literature" or "playbook" for short.Since the founding of the People's Republic of China,drama essays have always occupied a place,which shows that it has an irreplaceable value in educating people.The literary style of script is different from poetry,prose,and novel.Correspondingly,the teaching treatment of drama should also be different.However,in actual teaching,it is rare to choose appropriate teaching content,use appropriate teaching methods,and design a reasonable teaching process based on the characteristics of the drama genre.The proposal of the "Chinese Learning Task Group" in the "General High School Chinese Curriculum Standards"(2017 Edition)has triggered relevant scholars and front-line educators to think about the teaching of the "Learning Task Group".The new teaching provides an opportunity.The author takes drama teaching as an entry point to explore teaching implementation based on Learning Task Groups.This research is based on the concept of Chinese Learning Task Group,based on the new requirements of Learning Task Group for drama teaching,and re-examines the value of drama teaching based on Learning Task Group.Based on the investigation and analysis of the current situation of Chinese drama teaching in high school,combined with the teaching requirements of the Learning Task Group,the targeted suggestions for the implementation of drama teaching are put forward,hoping to provide some ideas for front-line Chinese teachers,and at the same time for the classroom under the Learning Task Group Teaching provides some experience for reference.This article is composed of three parts: introduction,body and conclusion.The body is divided into three chapters.The introduction part: first clarify the origin of the research of this article;then use the literature method to comb the research status of Learning Task Group,drama teaching and high school Chinese drama teaching based on Learning Task Group,and summarize the enlightenment of literature review;then point out this article The significance of the research and the research ideas and methods.The first part: Mainly summarizes the high school Chinese drama teaching based on the Learning Task Group.First,by grasping the connotation of the Learning Task Group and the new requirements of the Learning Task Group for drama teaching,the difference between drama teaching based on the Learning Task Group and the previous drama teaching is clarified.Secondly,it summarizes the characteristics of drama essays compiled in high school Chinese textbooks,and then explores the value of high school Chinese drama teaching based on the Learning Task Group.Finally,from the Constructivist Learning Theory,Embodied Cognition Theory and Reception Aesthetics Theory,the thinking and theoretical basis of drama teaching based on the Learning Task Group are clearly defined.The second part: using questionnaire survey method and interview method to investigate and analyze the current situation of high school Chinese drama teaching based on Learning Task Group.The investigation found that the current drama teaching has such phenomena as inaccurate teaching positioning,fuzzy teaching content,simplification of teaching process,and simplification of teaching evaluation.The third part: Combining the current situation of drama teaching,put forward suggestions for the implementation of drama teaching.Focus on the requirements of the Learning Task Group,and find the correct positioning of drama teaching;based on the literary nature of the script,integrate the structured teaching content;skillfully use the stage to create a task-driven situation,and strive to build a literary and staged reading.Drama teaching integrated with writing.Concluding remarks: clarified the basic conclusions and value significance of this research,and pointed out the limitations of this research and the prospect of future research directions.