Research On High School Drama Text Teaching Based On Aesthetic Appreciation And Creation

Aesthetic appreciation and creation is an important part of the core quality of high school Chinese.In the process of drama text teaching,taking students’ intrinsic aesthetic needs as the guidance,actively carrying out aesthetic practice activities plays an important role in improving students’ appreciation ability,enhancing cultural identity and enhancing life texture.In the process of drama teaching,aesthetic appreciation and creation based on drama texts can enable students to comprehend the beauty of text and gain aesthetic enjoyment.The research takes aesthetic appreciation and creation as the fulcrum,implements the requirements of the core quality of Chinese,reveals the theoretical basis of aesthetic education,and insights the factors of beauty in drama works on the basis of grasping the characteristics of drama teaching.At the same time,based on the existing problems in drama text teaching in the questionnaire survey,the strategy system is constructed from two dimensions of appreciation and creation by relying on teaching cases,and the implementation of the strategy is discussed from three aspects of "thematic teaching","situational teaching" and "evaluation and discussion combined teaching".The text is divided into four chapters.Chapter one is "focusing on aesthetic appreciation and creation to explore the reasons of drama text teaching".First of all,this paper discusses the common goal orientation between aesthetic appreciation,creation and dramatic text teaching from three dimensions of exploring "drama flavor",exploring humanistic theme and improving creative ability.Then,the theoretical basis of drama text teaching based on aesthetic appreciation and creation is expounded from three aspects: Chinese curriculum standard,drama art education theory and aesthetic education theory.Finally,it reveals the value and significance of drama text teaching from three aspects: improving appreciation ability,enhancing cultural identity and enhancing life texture.Chapter two is "the source of high school textbook drama text aesthetic appreciation and creation teaching".First of all,based on the unified edition and the teaching edition,this chapter analyzes the selection and compilation of drama works in the two editions,and compares the overall selection and arrangement characteristics,selection interpretation and unit layout.Then,the aesthetic content contained in the drama text in the textbook compiled by the department is analyzed,which mainly includes: the action and characterization of the drama language,the sharpness and concentration of contradiction and conflict,the virtuality and stylization of the artistic structure;Finally,it analyzes and interprets the aesthetic factors in the compilation of textbooks from two aspects: the assisted reading system and the essay selection system.Chapter three is "the current situation and existing problems of high school drama text teaching".To understand the teaching status quo of teachers and students in four ordinary high schools in the form of questionnaire and interview,combined with the survey feedback of aesthetic appreciation and creation in the application of drama text teaching,fully comb the survey data and analyze the existing problems of teachers and students in the current drama text teaching.From the perspective of teachers,firstly,teachers’ teaching methods are relatively simple;Second,the drama literacy of teachers needs to be further improved.From the perspective of students,first,there is a diaphragm between students and drama works;Second,students lack effective art appreciation guidance conclusions.Chapter four is "the implementation strategy of drama text teaching under the task group of ’Literary Reading and Writing’".From the aesthetic reading: teaching around the theme,carrying out appreciation reading,specifically: reading the language lines,stimulate the aesthetic emotion;Appreciate the drama plot,deepen the aesthetic imagination;Compare the characters,explore the theme of the drama;From the aesthetic experience: the use of situational teaching,enhance the experience of empathy,specifically: create a variety of situations,play the role of drama;Enrich teaching methods,watch drama,act and speak drama;Holding campus drama,drama experiment;From the aesthetic creation: the combination of evaluation,writing and discussion,enriching aesthetic evaluation,specifically:imitation writing and script writing,evaluation,writing and discussion promotion;Try to transform style and expand aesthetic space;Develop drama resources and carry out aesthetic evaluation.