Using drama-based pedagogy in primary school English teaching in China
Abstract
Drama-based teaching method is a way of integrating drama into the school curriculum. It is usually based on a story that brings students into a specific situation, and through drama games, students can experience the use of the English language in a simulated situation and increase their interest in learning.
This paper summarizes the relevant literature and theories concerning the drama-based teaching method, introduces the development and research overview of the drama-based teaching method in both theoretical and practical contexts at home and abroad, and defines the relevant concepts. In view of the current basic status of the application of the drama-based teaching method in China’s primary school English education, this paper focuses on four main aspects: the role of the drama-based teaching method in teaching, associated problems, teaching design, and strategy usage. Firstly, it explores the role and impact of this teaching method on primary English education by comparing the use of the drama-based teaching method with the advantages and disadvantages of traditional teaching methods. The aim is to determine students’preferences for the drama-based teaching method and its contributions to English learning. The second aim of this project is to explore the main problems of the practical use of drama-based teaching method in primary school English teaching. The main problems are analyzed through the practical use of the sources and channels of drama resources, the design of drama-based teaching, and the evaluation of teaching effects. Thirdly, this projects studies and explores the teaching design of drama methods in English teaching. In view of the objectives for students’ listening, reading, and writing in classroom teaching, this proposal outlines how to apply drama teaching in classroom instruction and also how to design the specific drama teaching content. The fourth aim is to study the best implementation strategy of drama-based teaching methods in primary school English teaching. I mainly focus on the contradictory problems that restrict the development of drama-based teaching. The study puts forward suggestions for strengthening the construction of specialized teachers’ team packages and integrating teaching resources.
It is hoped that this study will encourage more educational researchers to acknowledge the benefits of the drama-based teaching model for teachers and students. Additionally, it is anticipated that this research will offer some insightful inspirations for the application and further development of drama-based pedagogy in primary school English classrooms.
Subject
UW Platteville - Master of Science - English Education
University of Wisconsin - Platteville: Master of Science - English Education
Primary English
Permanent Link
http://digital.library.wisc.edu/1793/85509Type
Working Paper