A Dramatic Study Of Shakespeare In High School From The Perspective Of Reception Aesthetics

Shakespeare’s plays have become classics of Western literature with their unique aesthetic expression and humanistic artistic appeal,and occupy an important place in the language curriculum.As the key to the study of Western drama aesthetics,the reception of Shakespeare is of great significance.By looking at Shakespeare’s classics from the perspective of receptive aesthetics and introducing relevant theories into teaching,students can enhance their interest in learning,experience the unique artistic characteristics of Shakespeare’s plays,and understand their cultural connotations.This thesis focuses on the teaching of Shakespeare’s plays in the context of receptive aesthetics by using literature research,survey research and case study methods.It is divided into four main parts.The first part is introduction.It mainly expounds the purpose and significance of the research.By combing the research status of Shakespeare’s plays,reception aesthetics theory and drama teaching,this thesis looks for the argument space of this paper.The second part introduces the relevant requirements of the new curriculum standard on drama teaching,the characteristics of Shakespeare’s drama text,the characteristics of textbook selection and psychological basis.It further analyzes the feasibility and significance of the research on Shakespeare’s drama teaching in senior high school from the perspective of reception aesthetics.The third part investigates and analyzes the current situation of Shakespeare’s drama teaching in senior high school,and summarizes its existing problems.The main problems include students’ weak interest in learning,weak ability of text interpretation,teachers’ dilution of reading the whole book,small amount of students’ extracurricular reading,and teachers’ focus on teaching method and despise practical practice.The fourth part expounds the strategies of Shakespeare’s drama teaching from the perspective of reception aesthetics.Reading teaching strategy refers to students as the main body and equal dialogue.Writing teaching strategy refers to stimulating students’ imagination and improving their writing ability.In the fifth part,a case study of teaching Hamlet is selected and evaluated in order to provide a little reference for high school language teachers to teach Shakespeare’s plays.