Research On The Problems And Countermeasures Of Chinese Drama Teaching In Senior High School

Drama is an artistic activity created by human beings with their own materials.It is a high generalization and concentrated embodiment of human life conflicts,coincidences,contradictions and emotions.In Chinese education,drama,as one of the four literary genres,has irreplaceable aesthetic function and educational value.It is a style that students must learn.Drama is different from novels,prose and other literary styles.The teaching of drama text should also be different from the teaching of novels,prose,poetry and other styles,emphasize the special function of drama in the process of education,and give full play to its unique role in students’ personality reading,oral communication,ability development and thinking collision,so as to highlight its unique artistic value and artistic charm.However,in the actual Chinese teaching,the current situation of drama teaching is not optimistic.There are many problems in Teachers’ teaching methods and students’ learning methods.With the proposal of "Chinese learning task group" in the Chinese curriculum standard for senior high school（2017 Edition）,a large number of experts,scholars and front-line Chinese teachers have carried out extensive discussion and profound thinking on the learning task group.The implementation of the unified edition of new Chinese teaching materials for senior high school provides an opportunity for new teaching practice.As an important part of Chinese textbook learning,drama literature can take the ride of "Chinese learning task group",optimize drama teaching design and explore high-quality teaching strategies through a new round of teaching reform.Based on this idea,this paper takes the unified edition of Chinese drama teaching in senior high school as the starting point,and explores the teaching implementation countermeasures based on Chinese learning task group by investigating the current situation of drama teaching.Based on the basic requirements of Chinese curriculum standards,based on the unified edition of high school Chinese textbooks and taking drama teaching as the starting point,this paper examines the teaching value and teaching status of drama texts based on the task group.Through the field visit and investigation of high school students and front-line teachers who currently use the unified edition of high school Chinese textbooks,this paper makes problem attribution on the teaching status,combined with the teaching requirements of learning task group,This paper puts forward some suggestions on the implementation of drama teaching,in order to provide some new teaching ideas for front-line Chinese teachers,and provide some experience for classroom teaching under learning task group.This paper consists of three parts:introduction,body and conclusion.The introduction part introduces the research origin,research objectives and significance,relevant literature review,research ideas,methods and innovations.The main body is divided into three chapters.The first chapter is an overview of Chinese drama teaching in senior high school.Firstly,it defines the concept of core vocabulary involved in this paper,and comprehensively grasps and interprets the connotation and characteristics of the unified edition of Chinese drama teaching in senior high school.Secondly,put the research perspective into the drama teaching content of the unified edition of high school Chinese textbooks,and analyze the drama text selection and teaching content in the new textbooks from both vertical and horizontal aspects.Finally,it clarifies the theoretical basis of the new teaching method of drama teaching in the new teaching materials from the perspectives of constructivism theory,embodied cognition theory and inquiry learning theory.The second chapter mainly uses the research methods of questionnaire,interview and classroom observation to investigate and analyze the current situation of drama teaching in the unified edition of high school Chinese textbooks.The survey found that in the current drama teaching,teachers mainly have some problems,such as the deviation of teaching objectives,the single drama teaching method and the solidification of drama teaching behavior,while students mainly have the problems of lack of drama learning interest,weak sense of classroom participation,poor text reading effect and poor sense of aesthetic experience.Aiming at the problems of teaching and learning in drama classroom teaching,this paper makes an attribution analysis from two aspects:teachers and students.Based on the arrangement of new teaching materials and the requirements of Chinese learning task group,the third chapter puts forward some suggestions on the implementation of drama teaching from the perspective of multiple subjects.We should deepen teachers’ ontological knowledge learning and improve teachers’ teaching level.Respect students’ individual expression,enrich situational learning experience,strengthen the guidance of drama learning and appreciation methods,improve the main aesthetic experience,cultivate students’ enthusiasm for drama learning,and abandon students’ Utilitarian mentality.From the perspective of optimizing drama teaching resources,developing school-based curriculum,innovating drama text selection and arrangement,and increasing the proportion of teaching materials,promote the joint participation of multiple subjects and promote the pace of drama teaching reform.Conclusion:it clarifies the basic conclusions and value significance of this study,and points out the limitations of this study and the prospect of future research direction.