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语文学科教育戏剧的文化体验研究

【作者】 池夏冰

【导师】 董蓓菲;

【作者基本信息】 华东师范大学, 课程与教学论, 2020, 博士

【摘要】 面对中国当代社会转型和国际文化冲突的时代挑战,《普通高中语文课程标准(2017年版)》和《中国学生发展核心素养》都提出培育学生“文化传承与理解”素养的要求,但在实践层面缺失具体路径,教育戏剧的体验特性为语文学科发展学生“文化传承与理解”素养提供新的思路。目前,有关教育戏剧的文化体验研究是稀缺的。研究者以案例研究为主,收集和分析学生访谈、课堂观察、实物资料等质性资料,并辅之以调查问卷等量化数据,以文化体验为核心探究教育戏剧在发展学生“文化传承与理解”素养中的功能及其教学模式。本研究构建了学生文化体验分析框架、教育戏剧的文化体验功能模型和教育戏剧教学发挥文化体验功能的内在机制模型,设计教育戏剧的文化体验教学模式并检验其教学效果。研究分为四个部分。第一部分(第一、二、三章)是研究准备,基于时代背景提出研究问题,围绕关键概念回顾相关文献,确定研究方案。第二部分(第四、五章)是理论研究,构建研究的整体理论框架并设计教育戏剧的文化体验教学模式。第三部分是实践研究(第六章),将教学模式的理论构想应用于语文课堂并检验其有效性。第四部分(第七章)是研究总结,得出研究结论并回答研究问题。本研究主要有以下发现。第一,教育戏剧对学生文化体验发展有正面影响,学生在教学过程中的文化体验水平总体呈上升趋势。第二,教育戏剧对学生文化体验发展的影响具有个体差异性,影响因素主要有性格特征、感觉偏好和阅读策略。第三,教育戏剧具有多种文化体验功能。在行为方面,它能唤醒学生的运动感觉,改善学生的朗读表现,让学生深入体验角色的内心世界;在情感方面,它能让学生在愉悦的情绪状态中学习文化,提高学习参与度,并在移情中深化文化体验;在认知方面,它能优化学生理解、分析、创造这三类认知表现。第四,教育戏剧发挥文化体验功能的教学模式是有效的。在文本理解方面,教育戏剧能促进学生还原文字的本意,领会作品的深意;在角色代入方面,角色转换能提升文化体验的广度和深度,双重角色能促使学生连接文化和自我;在教学设计方面,“参与—描述—阐释—反省”教学循环圈以及肢体剧场、朗读剧场、故事剧场、提问角色、教师入戏等教育戏剧教学策略能促进学生文化体验发展;在教学环境方面,教育戏剧能模拟再现文化事件和人物关系,为学生的想象创设自由而宽容的开放情境,合作的人际环境让学生在互相依赖、互相支持的氛围中深化文化体验,教师关注个体差异和学生相互尊重包容有助于创设安全的教学环境。依据研究发现,研究者提出四条建议:完善课程标准中“文化传承与理解”素养的内容标准;更新语文学科文化教学的体验精神;倡导运用教育戏剧优化文化体验教学;发展教师教育戏剧教学的专业素养。本研究顺应教育研究范式的变革潮流,开展实证研究,探讨了教育戏剧的文化体验功能和教育戏剧教学发挥文化体验功能的内在机制,探索出以教育戏剧为主要教学活动的文化体验教学模式,将西方教育戏剧的前沿理论和教学实践本土化并革新。研究受限于实践条件、教学资源等因素,未来有待通过量化研究、跟踪研究、比较研究等路径,继续提升教育戏剧在发展学生“文化传承与理解”素养中的理论价值和实践品质。

【Abstract】 In recent years,we are facing the challenges of social transformation in China and cultural conflicts internationally.Chinese Language Curriculum Standards for General High School(2017 Edition)and Developing Students’ Core Competencies in China address fostering students’ core competency of inheriting and understanding culture,but fail to elaborate the teaching approach.Educational Drama,which is close to experiential learning,has the potential to develop this core competency.However,few researchers have articulated the role of Educational Drama in cultural experience in Chinese language subject.This case study collects and analyzes qualitative and quantitative data which includes interview,observation,artifact and questionnaire.The research examines the functions and teaching model of Educational Drama in developing students’ core competency of inheriting and understanding culture.A framework of students’ cultural experience is constructed.Two models illustrate the function of Educational Drama in cultural experience and the mechanism for performing the function.Researcher designs a drama-based cultural experience teaching model and examines this model in practice.This research program is divided into four parts.The first of these(Chapter one to three)provides preparation for the study.Researcher puts forward questions in the socio-cultural context and designs study after reviewing the relevant literature on Educational Drama and culture teaching.The second part(Chapter four and five)addresses theoretical framework and constructs a drama-based cultural experience teaching model.Part three(Chapter six)determines the effect of this model after teaching practice in Chinese language subject.The final part(Chapter seven)is made up by conclusion and response to research questions.The study has four findings.First,Educational Drama can foster a more positive cultural experience.In general,the level of cultural experience of students rises in the teaching.Second,students have different performance of cultural experience,which is mainly influenced by personality,sensory preference and reading strategy.Third,Educational Drama has a variety of cultural experience functions.From the perspective of action,Educational Drama can help student to express kinesthetically and improve reading aloud.Students appreciate and understand characters in order to behave out.From the perspective of affect,Educational Drama makes students actively engage in cultural learning and deepen cultural experience through empathetic response.From the perspective of cognition,Educational Drama can develop students’ ability to understand,analyze and create.Fourth,the teaching practice demonstrates that Educational Drama has much to contribute the cultural experience.From the perspective of text understanding,Educational Drama can motivate students to explicate the text and delve into the text deeply.From the perspective of role taking,Educational Drama can give students the opportunity to experience culture widely and deeply with their imitations of other real-life people and make connection between role and themselves through reflection.From the perspective of teaching design,the four-stage teaching cycle which includes participation,description,interpretation and reflection can support cultural experience.Physical theatre,readers’ theatre,story theatre,hot-seating and teacher-in-role can also generate positive impact.From the perspective of teaching context,dramatic situation can not only offer a real world with cultural event and relationship between characters,but also a free and safe setting through which children can fashion imaginative activities.Educational Drama helps children to establish mutually interdependent and supportive relationships in a cooperative setting.Meeting the individual students’ need and showing respect to each other can provide a safe environment for students.Some of the possible implications are suggested.First,curriculum standard needs to outline the Content Standards of core competency of inheriting and understanding culture.Second,the culture education needs to give priority to cultural experience teaching.Third,Educational Drama needs to be integrated into cultural experience teaching.Fourth,teachers need to access to professional development for Educational Drama.This empirical research investigates the function of Educational Drama and the mechanism for performing the function.A drama-based cultural experience teaching model is constructed.The study glocalizes and develops the theory and practice of western Educational Drama.Limited by practical conditions,teaching resources and other factors,the research needs to be carried on through quantitative research,tracking research and comparative research in the future.This will deepen our understanding of Educational Drama in developing students’ core competency of inheriting and understanding culture both in theory and in practice.

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  • 【网络出版投稿人】 华东师范大学
  • 【分类号】G633.3
  • 【下载频次】234
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