introduction

This article introduces the rapid development of Chinese educational drama since the 21st century, the support of national policies, and the application of educational drama in teaching practice. Educational drama originated in the early 20th century when British teacher Harriet Finlay Johnson systematically introduced the drama teaching method. Li Yingning distinguished between educational drama and educational theater, emphasizing that educational drama aims to cultivate students' imagination, creativity, and empathy. However, due to insufficient teacher resources and other reasons, educational drama faces many problems in teaching, such as teachers being unfamiliar with the ontology of drama and unable to effectively handle teaching issues. Tian Ju pointed out that dramatic teaching may become a time-consuming and laborious entertainment experience. The author believes that teachers should clarify the meaning of drama literacy and use effective teaching strategies such as role-playing, drama review writing, and drama segment performance to improve teaching effectiveness.

The connotation of drama literacy

Deeply explored the connotation of drama literacy in educational drama, and analyzed it based on the "Compulsory Education Art Education Curriculum Standards (2022 Edition)" and the "National Standards for Undergraduate Professional Teaching Quality in Ordinary Higher Education Institutions". The "Yi Biao" emphasizes that drama literacy includes core competencies such as aesthetic perception, artistic expression, creative practice, and cultural understanding, and specifically points out that 8-9 grade students need to fully introduce drama literacy education. The "High Standards" put forward higher requirements for the cultivation of talents in the field of drama art, including values, drama appreciation, creativity, teamwork spirit, and practical ability. The author suggests that university teachers can refer to the "High Standards" in the design of teaching content, but appropriately reduce the professional requirements. Through the design of the "Western Drama" course syllabus, it demonstrates how to integrate drama literacy into teaching content, including the study of Western drama genres and representative writers' works, as well as the combination of classroom training and student performance.

Teaching Strategy

In depth exploration of teaching strategies in educational drama aims to enhance students' understanding and application abilities of drama knowledge. The main teaching methods include role-playing, drama observation, drama performance, and post performance talk. Role playing helps students understand the thoughts, emotions, and behavioral motivations of characters through monologue, dialogue, and other forms. At the same time, teachers guide students to analyze the dialogue in depth through demonstrations, emphasizing the action of the dialogue. Drama observation encourages students to watch different types of performances, improve their analytical, appreciation, and critical thinking abilities through drama review writing, and deepen their understanding of cross-cultural drama. Drama segment performances allow students to spontaneously organize groups, take on different roles, and improve their understanding and practical abilities through practice. At the same time, students are required to write rehearsal diaries and final papers to deepen their experience and reflection. The post performance talk session provides a platform for students to share their creative experiences, promoting communication and thinking among students. The teaching evaluation criteria cover aspects such as dialogue quality, emotional expression, character effects, stage design, and teamwork. Through these teaching strategies, students not only enhance their confidence, aesthetic ability, and empathy, but also gain a deeper understanding of the essence of drama, while personally experiencing the process of drama production and improving their practical skills in drama.

conclusion

Educational drama brings new ideas to drama teaching for English majors, enhancing students' drama literacy through teaching methods such as role-playing, drama review writing, and teaching segment performances. Teachers should teach students according to their aptitude, tap into their imagination and creativity, encourage practice, and cultivate well-rounded and empathetic citizens. Teachers are the disseminators, guides, and seeders of drama, guiding students' dramatic thinking, organizing participation in creation, and inspiring creativity. Students master drama knowledge through practice, improve artistic expression and aesthetic ability, and form correct values, character, and abilities that meet personal and social needs.