How to teach China's plays in middle schools?

A large number of Chinese and foreign dramas have been selected in the standard experimental textbook of Compulsory Chinese 5 in senior high school, which undoubtedly adds some new elements to the boring Chinese teaching in middle school, and shows us that the practical achievements of Chinese teaching reform in middle school are slowly infiltrating into our teaching. However, this change also makes our Chinese teachers face a new problem: how to effectively teach drama, a relatively new text?

Some people say, since you don't know how to teach well, don't teach and read by yourself. We should know that drama, as a comprehensive art, organically combines music, dance, painting and other art forms to express a amorous feelings or social outlook, and its teaching has extremely important language value.

Drama is a platform for cultivating Chinese comprehensive ability. Drama teaching can improve students' listening, speaking, reading and writing abilities and cultivate students' healthy psychological quality. For example, reading and appreciating scripts can improve students' understanding and appreciation. Rewriting scripts, continuing to write scripts, creating scripts, commenting on scripts and performances can improve students' language expression ability; Drama performance can make students understand that their behavior needs to consider specific identity, different occasions and appropriate personality performance, and when students enter the role, they can "empathize", try to understand others and learn how to communicate with them.

It is precisely because drama has such an important value that we cannot abandon drama teaching. However, the actual situation is often like this: drama teaching is taught, but many teachers often fall into such a misunderstanding in teaching:

1. failed to highlight the stylistic features of the drama, and analyzed the script as an ordinary text.

Second, role reading is abused and knowledge transfer is insufficient.

Thirdly, it ignores the vividness and integrity of drama.

Fourth, regardless of the characteristics of Chinese subject, devote yourself to drama performance.

Five, the abuse of multimedia equipment, only watching drama, not watching drama.

The above series of problems have hindered the healthy development of drama teaching and failed to highlight the teaching effect, so it is necessary for us to carry out drama teaching reform and cultivate students' Chinese ability in all directions. What should a more effective drama teaching look like? When we start drama teaching, we should pay attention to the following three questions:

First, pay attention to the text interpretation of "personalized language" and give play to the guiding role of teachers.

"Chinese Curriculum Standard" points out: "Reading teaching is a process of dialogue among students, teachers and texts." As the saying goes, the basic form of drama script-character dialogue shows the identity and personality of different characters and the gradual intensification of contradictions and conflicts, and then reveals the humanistic theme with broad social and historical background. Therefore, the basis of our drama teaching should be to guide students to interpret personalized language and find drama conflicts.

How to operate specifically? First of all, we should pay attention to reading the text in various ways, so that students can improve their listening and speaking ability and have a preliminary perception of the characters. Secondly, guide students to understand the role of drama language in promoting plot development, shaping characters, deeply analyzing human nature and revealing social themes, which is to guide students to interpret the text in various ways.

Of course, diversified interpretation is not the same as random interpretation. Ethel, a German reception aesthetician, said: "The stipulation of the text strictly limits the reception activities, so that it will not be divorced from the intention and structure of the text, but will arbitrarily understand and explain the meaning of the text." It can be seen that in this process, our teachers should not only encourage students to use their own knowledge to boldly interpret the text, but also give full play to the guiding role of teachers to make students' interpretation of the text as close as possible to the original intention of the text.

Second, timely and appropriate use of multimedia equipment to assist teaching.

In drama teaching, timely and appropriate viewing of video materials plays an important role in students' understanding of text and language. Practice has also proved that the introduction of corresponding video materials can greatly stimulate students' interest in learning, mobilize their enthusiasm for learning and enliven the classroom atmosphere. After all, drama, as a stage performance art, is presented in the form of sound and image, which can best render its unique artistic charm. However, we should also realize that video appreciation can never be higher than or even replace the basic text interpretation.

So, how to use multimedia equipment is appropriate? We should pay attention to two points:

First of all, we must choose the content of video playback.

Secondly, the timing of video appreciation should be appropriate.

Choice is to save time and highlight the effectiveness of classroom teaching; Appropriate timing means that the video playing time should be selected according to the actual needs of students' cognition.

When is a good time to play video? For some specific cases, such as excerpted texts, videos that are not selected in textbooks can be played before teaching, which is better than the teacher introducing the plot himself, and students can easily enter the plot and facilitate text teaching; For the text part, it is best to introduce video materials after students study the text carefully, so that teachers can guide students to compare the differences between script text and video materials.

In short, teachers should bear in mind that we play videos for a purpose, or to introduce, deepen the impression, or to extend and expand, and so on. We should and can only use multimedia equipment appropriately to make teaching really show results.

Third, appropriately expand the forms of drama learning, such as script review, script writing and drama performance. , comprehensively improve students' language ability.

Although drama teaching should not be turned into drama performance class, we can still regard drama performance as an extension of classroom teaching. After all, drama is a comprehensive art composed of literature, director, performance, music and art. By playing roles in public, students can not only stimulate their interest in learning, deepen their understanding of the script, but also tap their potential in many aspects. This form is also relatively easy to operate and can be prepared by students themselves.

Among these various forms, comment script is the easiest and most effective one. On the basis of text interpretation or performance appreciation, students can creatively explain and comment through their own thinking processing, which can not only deeply understand the text, but also help to cultivate students' independent thinking and expression ability.

Writing a script is the most difficult form, which is more suitable for senior students to try. Teachers must play a guiding role in organizing this form of learning. The so-called "Chinese life", teachers should guide students to observe and think about the people and things around them, grasp the materials that can touch their emotional thinking, and write their true feelings. Only in this way can students' writing level be significantly improved.

In short, drama teaching should focus on effectiveness. Effective drama teaching should grasp the main characteristics of drama, based on the text interpretation of "personalized language", supplemented by appropriate multimedia equipment teaching, and properly carry out drama-assisted learning forms such as drama performance, script creation, script or performance review, so as to gradually improve students' comprehensive ability of listening, speaking, reading and writing.