本文選題：中英 + 中學(xué)戲劇　； 參考：《新疆師范大學(xué)》2015年碩士論文

【摘要】：戲劇是一種在舞臺上表演的綜合藝術(shù)。它借助文學(xué)、音樂、舞蹈、美術(shù)等藝術(shù)手段來塑造人物形象,揭示社會矛盾,反映社會生活,是一種獨(dú)立的藝術(shù)形式。在中學(xué)的語文教學(xué)中,戲劇文學(xué)雖是四大文學(xué)體裁之一,卻沒有得到與詩歌、散文和小說同等地位的重視,體現(xiàn)在教材的編選中選入的戲劇文學(xué)作品比重小,此外因中考、高考很少涉及戲劇,導(dǎo)致教師不重視教、學(xué)生不重視學(xué)等等。英國的戲劇聞名世界,悠久的戲劇文化傳統(tǒng)培養(yǎng)了很早就盛行于學(xué)校的戲劇教育的風(fēng)氣,戲劇的表演的活動開展很有特點(diǎn)。通過對比中英兩國中學(xué)戲劇教學(xué),能夠借鑒他國在戲劇教學(xué)上的一些先進(jìn)的教學(xué)理念和教學(xué)模式,也希望以此引起中學(xué)語文教師對戲劇教學(xué)更加深入的關(guān)注與研究。本文主要從五個部分來闡述:第一章,緒論部分。主要闡述選題緣由和選題價值以及相關(guān)文獻(xiàn)綜述。第二章,中英中學(xué)戲劇教學(xué)概說。從教學(xué)內(nèi)容、課程設(shè)置和教材等三個方面分別概說中國和英國的中學(xué)戲劇教學(xué)情況。第三章,選取一些中國和英國的中學(xué)戲劇教學(xué)案例從教學(xué)目標(biāo)、教學(xué)內(nèi)容和教學(xué)方式等三個方面進(jìn)行比較,比較出兩國在中學(xué)戲劇教學(xué)中的同異。第四章,對中英兩國中學(xué)戲劇教學(xué)存在差異的原因進(jìn)行探究,主要是從社會文化背景、課程標(biāo)準(zhǔn)、課程設(shè)置、對戲劇教學(xué)的作用的認(rèn)識、教學(xué)評價等幾個方面來探尋答案。第五章,對中國的戲劇教學(xué)現(xiàn)狀提出建議和設(shè)想。主要是從課程層面、教材層面、教學(xué)層面向英國中學(xué)戲劇教學(xué)學(xué)習(xí)其比較完善和成熟的做法,教師應(yīng)該在態(tài)度上重視對戲劇的教學(xué),課程標(biāo)準(zhǔn)中細(xì)化的對戲劇的學(xué)習(xí)要求,建立科學(xué)的評價體系,增加戲劇選文的數(shù)量和種類,并且進(jìn)行合理的編排。教學(xué)內(nèi)容上要注知識的教學(xué)和劇作本身的學(xué)習(xí),戲劇的教學(xué)應(yīng)該采取更加靈活的教學(xué)方式,而不僅僅局限于文本分析�，F(xiàn)代戲劇傳入我國的時間較晚,因此在中學(xué)戲劇教學(xué)中要注意結(jié)合我國的社會文化背景和學(xué)生的學(xué)情來合理安排教學(xué)內(nèi)容和教學(xué)方式,在此基礎(chǔ)上有機(jī)吸收和借鑒國外的比較好的經(jīng)驗來探索我國中學(xué)戲劇教學(xué)的有效途徑。
[Abstract]:Drama is a comprehensive art of performing on stage. It is an independent art form by means of literature, music, dance, art and other artistic means to shape characters, reveal social contradictions and reflect social life. In the middle school language teaching, although drama literature is one of the four major literary genres, it has not received the same status as poetry, prose and fiction, which is reflected in the small proportion of drama literature selected in the compilation and selection of teaching materials. The college entrance examination seldom involves drama, which results in teachers not paying attention to teaching, students not paying attention to learning and so on. British drama is famous all over the world, and the long tradition of drama culture has cultivated the atmosphere of drama education which has been prevailing in school for a long time. By comparing Chinese and English drama teaching in middle schools, we can draw lessons from some advanced teaching ideas and teaching models of other countries in drama teaching, and hope to arouse more attention and research on drama teaching by middle school Chinese teachers. This article mainly from five parts to elaborate: the first chapter, the introduction part. This paper mainly expounds the reason and value of the selected topic and the related literature review. The second chapter, the Chinese and English middle school drama teaching outline. This paper summarizes the drama teaching in middle schools in China and England from three aspects: teaching content, curriculum and teaching materials. The third chapter selects some Chinese and British high school drama teaching cases from the teaching objectives, teaching content and teaching methods to compare the similarities and differences between the two countries in the middle school drama teaching. The fourth chapter explores the causes of the differences in drama teaching between China and Britain, mainly from the social and cultural background, curriculum standards, curriculum settings, the role of drama teaching, teaching evaluation and other aspects to explore the answers. The fifth chapter, puts forward the suggestion and the idea to the present situation of Chinese drama teaching. It is mainly from the curriculum level, the teaching material level, the teaching level to the British secondary school drama teaching to study its relatively perfect and the mature practice, the teacher should attach importance to the drama teaching in the attitude, the curriculum standard detailed to the drama study request. Establish a scientific evaluation system, increase the number and types of drama selection, and make a reasonable arrangement. In teaching content, we should pay attention to the teaching of knowledge and the study of drama itself, and the teaching of drama should adopt more flexible teaching methods, not just text analysis. The introduction of modern drama into our country is relatively late. Therefore, in the course of drama teaching in middle schools, attention should be paid to the reasonable arrangement of teaching contents and teaching methods in combination with the social and cultural background of our country and the students' learning situation. On the basis of this, we can absorb and draw lessons from foreign countries to explore the effective ways of drama teaching in middle schools in our country.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3

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本文編號：2074436