Research On High School Chinese Drama Teaching Under The Core Literacy Of "Aesthetic Appreciation And Creation"

On the basis of clarifying what is the core literacy of Chinese language in the 2017 "Chinese Curriculum Standards for Ordinary High Schools(Revised in 2020)",specific divisions were made for the core literacy of Chinese language,including language construction and application,thinking development and improvement,aesthetic appreciation and creation,and cultural inheritance and understanding.The aesthetic appreciation and creation among them aim to enhance students’ language appreciation ability,thereby promoting the formation of students’ correct aesthetic thinking and achieving the ultimate personality shaping.Drama,novels,poetry,and prose all belong to the four major genres,playing an immeasurable role in enhancing students’ core competencies in aesthetic appreciation and creativity due to their concise and concise language,audio-visual space,and intense conflicts.However,in actual high school Chinese language teaching,drama teaching is difficult to realize its true educational value.Based on this,the author attempts to improve the marginalization status of high school Chinese drama teaching with the core literacy of aesthetic appreciation and creation as the starting point,which is an important topic to promote students’ comprehensive and personalized development.This article explores the research on high school Chinese drama teaching under the core literacy of "aesthetic appreciation and creation".It consists of an introduction,main text,and conclusion,with a total of four chapters.The introduction section mainly explores the relevant literature achievements on aesthetic appreciation and creation,as well as high school drama teaching,both domestically and internationally.Through an overall review of the two,the research purpose and significance of this article are explained.The first chapter mainly discusses the relevant overview of high school Chinese drama teaching under the core competencies of aesthetic appreciation and creation.It elaborates on the concepts of high school drama teaching and the two key words of aesthetic appreciation and creation,the sorting of selected works of high school Chinese drama,the characteristics of high school drama literary works,and the relationship between high school drama teaching and aesthetic appreciation and creation.Chapter 2 mainly takes Beihai Middle School in Beihai City as an example to analyze the current situation of high school drama teaching and aesthetic education in drama.Questionnaire surveys and interviews are used to understand the problems that teachers teach and students learn,and statistical data is used to analyze the problems that exist in the current teaching process.The author found that there are mainly problems with utilitarianism in students’ learning goals,difficulty in students’ understanding,separation of reading and creation,as well as difficulties in choosing teaching content,single form of drama teaching,and lack of creativity in classroom teaching.Based on this,Chapter 3 mainly proposes high school Chinese drama teaching strategies under the core literacy of "aesthetic appreciation and creation",and proposes targeted guidance strategies.From the perspectives of aesthetic appreciation,aesthetic experience,and aesthetic creation,this chapter discusses the cultivation of students’ aesthetic abilities in the drama teaching process.One is to enhance aesthetic appreciation ability based on dramatic elements.The second is to create diverse activities and enrich aesthetic experiences.The third is to enhance creative expression and master aesthetic creation.In Chapter 4,the author presented the teaching design of high school drama,showcasing the main idea and teaching process of "Doll’s Home",and presenting their own opinions and reflections on this practical case.The process of students learning drama is no longer a simple practice,but a journey about "beauty".Cultivating aesthetic appreciation and creative literacy in high school Chinese drama teaching can promote the comprehensive development of high school students’ core Chinese literacy.While pursuing aesthetic literacy,the instrumental characteristics of Chinese language cannot be ignored.