【作者】 徐静；

【导师】 区培民；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2016， 硕士

【副题名】基于D校的语文综合实践活动课程

【摘要】 教育戏剧是一种运用戏剧与剧场的技巧从事学校课堂教学的方法和活动,自1984年孙家琇《关于英国的TIE》始,经由孙惠柱、李婴宁、张生泉等一批学者筚路蓝缕、辛勤耕耘,其观念观点与实践方法已在我国基础教育领域有所普及并焕发出勃勃生机。已有的实践研究表明,对于语文综合实践活动课程,教育戏剧不啻是一种适用的课堂方法、一种适用的活动样式、一种适用的课堂内容；教育戏剧还一定程度地有助于规避语文综合实践活动课教与学的内容单一、形式固化等流弊。本研究于国内外已有成果的基础上,根据笔者执教D校《教育戏剧》课程一学年的经历(含课程后续开发),观察和把握初中学力落弱的学生群体的语文综合实践活动课程学情,了解和确认这门课程作为语文综合活动课程的实践价值和普适意义。——首先,通过文献研究法,对“教育戏剧”和“语文综合实践活动课程”的相关理论及实践研究进行系统的梳理,归类汇总。厘定和阐释“教育戏剧”、“语文综合实践活动”的概念、性质及构成等,为相关教学实践的察析解读、反思提炼提供理论指导。接着于理论基础上,通过D校《教育戏剧》的叙事研究,从《教育戏剧》真实的教学现场挖掘有趣、生动、典型的教学事件,由表及里加以意义阐释,以期对教育戏剧的大语文教育功能进行再确认,同时,为语文综合实践活动的开展提供活动内容和活动方式两方面的借鉴。论文分为三大部分：绪论部分包括选题缘由、研究对象、方法和目标、核心概念以及研究综述。本研究缘起于笔者的问题：“作为语文综合实践活动课程的《教育戏剧》该如何得以有效实施?”以教育叙事研究为主要方法,以上海D校初一年级学生为研究对象,历时一年余。叙事部分包括第一章、第二章和第三章。它们由12个鲜活的教育戏剧活动叙事组成。注目、对接语文课程的三大目标：智育目标、美育目标和德育目标,侧重呈现了教育戏剧在增强语文综合实践能力、滋育审美素养和塑造健全人格三个维度的内容。第一章聚焦听说读写基础技能的提升及探究、合作和创造的体验两个层面,实录四段活动情景；第二章从参与审美活动和提高审美能力两个层面出发,展现四份有趣的学习文本；第三章强调心性情操的陶冶与情感道德的培养,呈现四个典型故事。三章所分别反映的《教育戏剧》课程实施特征与效应价值,它们之间体现出相互关联、互为影响、相得益彰的关系。论文最后部分的第四章对《教育戏剧》课程进行回顾并反思语文综合实践活动课程形式和任务的选择和实施,择要提出相关的策略与建议,如：优化课程的开展形式,吸收学生喜闻乐见的“寓教于乐”的游戏、活动形式；丰富课程内容,唤醒学生对生活的关注；根据语文课程目标设计活动内容；建立明晰有效的评价规则,引导学生全身心参与语文综合实践活动等。本研究运用教育叙事研究法“原生态”地呈现笔者在《教育戏剧》活动课中的亲身经历和典型故事,意图通过鲜活真实的叙事为一线语文教师实践语文综合活动课提供适切、具体的研究启示。更多还原

【Abstract】 "DIE" is a method and activity for classroom teaching, which use drama and theater technique. From a essay about the British TIE, wrote by Sun jiaxiu in 1984, the concept and practice method of DIE has been spreading and coruscating vitality by a group of scholars’ unflagging effort. As for Chinese Synthesis Practice Curriculum, practical studies have shown that DIE is a suitable class method, a suitable activity pattern, a kind of suitable course content. In addition, DIE remedies the lack of course content and the monotony of form.This thesis is a study based on the existing research results and the daily teaching practice of DIE in D middle school for one year. First the relevant theory of DIE and Chinese Synthesis Practice Curriculum is combed systematically through document research. The interpretation of concept, nature and composition provide theoretical guidance for teaching practice. Then on the basis of the theory, excavate and elucidate interesting, vivid and typical events happened in the class of DIE in D Middle School. This will help to reconfirm the Chinese teaching function of DIE. At the same time, enlighten development of the Chinese Synthesis Practice Curriculum.This article includes three parts.The first part is an overview of the research origin, research methods, research objects and research process. This research origins from the author’s practical experience, the object of study is the Grade One students in D Middle School. The research lasts for a year.The second chapter, The third chapter and the forth chapter are the core part of this paper, which describes twelve stories of dramatic activities in education. Connecting three Chinese education targets:Intellectual education goals, Aesthetic education goals and Moral education goals, the parts mainly present three aspects of DIE:enhancing the comprehensive ability of Chinese, fostering aesthetic quality and shaping healthy personality. The first aspect focuses on basic skills in reading, writing, listening and speaking through four class stories. By four class stories, the second aspect stares at aesthetic activities and aesthetic criticism. Likewise, the third aspect including four class stories emphasizes moral and passion. This classification aims at setting up a more clear narrative logic framework, which provide effective guidance for practice.The forth chapter, the last part of this thesis, reviews the curriculum of DIE, and reflect how to select and implement form and content of the Chinese Synthesis Practice Curriculum.This study shows and presents the author’s experience and typical stories in the class completely through education narrative research method, which helps Chinese teachers pay attention to and improve the Chinese Synthesis Practice Curriculum.更多还原