本文選題：戲劇教學(xué)法 + 初中語文　； 參考：《陜西師范大學(xué)》2016年碩士論文

【摘要】：戲劇教學(xué)法是在課堂教學(xué)中融入戲劇元素,將教學(xué)過程構(gòu)建為戲劇過程以期達(dá)到增進(jìn)技能、個(gè)人成長教育目的的教學(xué)方法。這種教學(xué)法的合理運(yùn)用,對學(xué)生個(gè)體生命的解放與舒展意義重大,同時(shí)也可以提高學(xué)生的綜合素質(zhì),是初中語文課堂教學(xué)方法的改革與豐富。戲劇教學(xué)法這種新的教學(xué)方法在我國應(yīng)用處于起步階段,本文從教育學(xué)角度梳理了相關(guān)文獻(xiàn)理論,分國內(nèi)、國外兩部分介紹了有關(guān)戲劇教學(xué)法的發(fā)展歷程與研究情況,其中發(fā)展歷程以不同國家的時(shí)間脈絡(luò)為主線,研究情況部分則從本體性研究、運(yùn)用現(xiàn)狀及應(yīng)用范圍三視角透徹分析。接著以戲劇教學(xué)法在初中語文課堂教學(xué)中的應(yīng)用為核心,圍繞戲劇教學(xué)法的應(yīng)用時(shí)間和要求、應(yīng)用態(tài)度、學(xué)生參與度和影響因素、應(yīng)用目的、應(yīng)用優(yōu)點(diǎn)及應(yīng)用中存在問題這八方面分別針對教師和學(xué)生展開問卷調(diào)查,并通過對教師的訪談實(shí)證研究了戲劇教學(xué)法在初中語文課堂教學(xué)中的應(yīng)用現(xiàn)狀,主要表現(xiàn)在：概念普及度很低,在教學(xué)過程中沒有真正發(fā)揮其作用；應(yīng)用形式較單一,小品、情景劇、即興表演等受學(xué)生歡迎的形式未得到教師重視；應(yīng)用時(shí)間認(rèn)識不一,教師偏向于在上課中間或結(jié)束時(shí)穿插應(yīng)用,學(xué)生則更多希望在上課剛開始時(shí)就能應(yīng)用；應(yīng)用態(tài)度來說,很多教師持無所謂態(tài)度,而多數(shù)學(xué)生對這種戲劇教學(xué)的方法表示歡迎。基于調(diào)查現(xiàn)狀,總結(jié)得出應(yīng)用戲劇教學(xué)法在學(xué)生、教師、教學(xué)效果三方面的顯著優(yōu)點(diǎn),又從教師自身和戲劇教學(xué)法應(yīng)用弊端兩個(gè)角度提煉出其中存在問題,然后針對性的提出提升教師相關(guān)素質(zhì)、側(cè)重知識點(diǎn)、結(jié)合其他教學(xué)法的優(yōu)化建議,進(jìn)而提出了戲劇扮演的理想應(yīng)用模式,分課前、課中、課后三部分從實(shí)踐層面對戲劇教學(xué)法進(jìn)行探索。課前部分是計(jì)劃、演練、討論,其中計(jì)劃是對教學(xué)主題素材的設(shè)計(jì),就是教學(xué)素材戲劇化處理,在開始、中間和結(jié)束三部分結(jié)構(gòu)中滲透教學(xué)知識點(diǎn)；課中部分包含了暖身、表演、結(jié)論環(huán)節(jié)；課后是反思環(huán)節(jié)設(shè)計(jì)。最后是理想應(yīng)用模式的注意事項(xiàng),包括教師身份轉(zhuǎn)化與教學(xué)技巧的要求、兼顧課程類型和教學(xué)任務(wù)、不同階段學(xué)生區(qū)分關(guān)注。戲劇教學(xué)法作為一種教育性質(zhì)的戲劇教學(xué)模式,把戲劇活動(dòng)引入課堂具有極高的實(shí)用價(jià)值。希望通過本研究,使更多的教育研究者認(rèn)識到這種戲劇教學(xué)模式對學(xué)生、教師和教學(xué)的巨大作用,也希望本研究能為戲劇教學(xué)法在初中語文課堂中的應(yīng)用提供一些借鑒與啟迪。
[Abstract]:Drama teaching method is a teaching method that integrates drama elements into classroom teaching and constructs the teaching process into drama process in order to achieve the purpose of improving skills and personal growth education. The reasonable application of this teaching method is of great significance to the emancipation and extension of students' individual life, and it can also improve the students' comprehensive quality, which is the reform and enrichment of the teaching methods of junior high school Chinese. The new teaching method of drama teaching is still in its infancy in our country. This paper combs the relevant literature theory from the angle of pedagogy, and introduces the development course and research situation of drama teaching method in two parts, domestic and foreign. The course of development is based on the time context of different countries, and the research is based on the ontological study, the application of the current situation and the scope of application. Then, with the application of drama teaching method in junior middle school Chinese classroom teaching as the core, focusing on the application time and requirements of drama teaching method, applied attitude, student participation and influence factors, the purpose of application. The application advantages and the problems in the application are investigated by questionnaires for teachers and students, and the application of drama teaching method in Chinese classroom teaching in junior high school is studied empirically through the interview with teachers, and the present situation of the application of drama teaching method in junior middle school Chinese classroom teaching is also studied. The main manifestations are: the concept is very low popularity, in the teaching process did not really play its role; the application of a single form, skits, drama, improvisation and other popular forms of students have not been attached importance to; the application of time understanding is not the same. Teachers prefer to use it in the middle or at the end of class, while students hope to apply it at the beginning of class. In applied attitude, many teachers are indifferent, and most students welcome this method of drama teaching. Based on the investigation, the author concludes that the application of drama teaching method has significant advantages in students, teachers and teaching effects, and abstracts the existing problems from the perspectives of teachers themselves and the disadvantages of drama teaching methods. Then it puts forward some suggestions on how to improve the teachers' relative quality, focuses on the knowledge, and combines with the optimization of other teaching methods, and then puts forward the ideal application mode of drama playing, which is divided into classes before and after class. The third part explores the teaching method of drama from the aspect of practice. The pre-class part is the plan, the exercise, the discussion, in which the plan is the design of the teaching subject material, that is, the dramatic processing of the teaching material, which permeates the teaching knowledge point in the beginning, the middle and the end structure; the class part contains the warm-up. Performance, conclusion link; after class is reflection link design. Finally, it is the attention of ideal application mode, including the requirement of teacher identity transformation and teaching skills, the consideration of curriculum type and teaching task, and the different stages of students' attention. As an educational model of drama teaching, drama teaching method has a high practical value to introduce drama activities into the classroom. It is hoped that through this research, more educational researchers will realize the great effect of this drama teaching mode on students, teachers and teaching, and hope that this study can provide some reference and enlightenment for the application of drama teaching method in junior middle school Chinese classroom.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.3

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