Background of course implementation

Shijia Education Group has developed the "Big Huai Tree · Lilac" English Education Drama school-based curriculum within the national curriculum framework, aiming to implement the core literacy training objectives, create language use scenarios, and increase the diversity of English curriculum comprehensive practical activities. The implementation of the curriculum emphasizes student subjectivity, stimulates learning interest, promotes exploration cooperation, and comprehensively develops students' comprehensive abilities. The curriculum responds to the requirements of compulsory education English curriculum reform, updates course content, enhances timeliness and comprehensiveness, and enhances students' creative problem-solving abilities. Educational drama creates language learning contexts that integrate cognitive development, emotional engagement, and confidence building to promote holistic development. This course is one of the achievements of the school's "Seed Plan" boundaryless curriculum, and has practical significance for building a systematic path of educational innovation and development.

Course philosophy and objectives

The concept and objectives of the English educational drama course "Big Huai Tree · Lilac" were introduced. The course philosophy, represented by each letter of the English name "Pagoda Tree and Lilac," emphasizes practice, skill development, drama games, role-playing, operability, joyful experiences, full participation, textbook based approach, brave expression, communication, enriched life understanding, artistic integration, integration of educational drama into teaching, and improvement of language proficiency and overall quality. The course objectives aim to integrate school-based, international exchange, and art education resources, broaden students' horizons, enhance innovation and collaboration abilities, develop core competencies, and cultivate composite talents with an international perspective. The specific goals include overall goals, student development goals, teacher development goals, and subject construction goals, emphasizing education orientation, core literacy cultivation, cultural and language foundation, positive learning experience, knowledge construction, teaching resource development, teacher professional development, and prominent subject characteristics.

Course Structure and Content

Introduced the construction practice of the "Big Huai Tree · Lilac" English Education Drama Course Group. The curriculum includes exploratory courses for clubs, practical expansion courses, basic courses for "Huai Shu Theater", and courses for "Lilac Cloud Creation". The exploratory course of the club is based on the English drama club, which stimulates students' interest in learning English through various forms of activities and cultivates cross-cultural communication awareness. The practical expansion course has been offered in fifth and sixth grade since 2017, aiming to enhance students' confidence, team spirit, and other abilities. The course content focuses on traditional Chinese culture. The basic course of "Huai Shu Theater" aims to implement core competencies, integrate theatrical elements into the classroom, and form a hierarchical and gradient theater classroom model. The "clove cloud innovation" course uses the Internet platform to focus on the integration of innovative achievements in multiple fields, cultivate students' sense of social responsibility and innovation spirit, and promote the construction of high-quality resources and an information-based learning environment.

Case Study on the Implementation of Educational Drama Curriculum

This chapter demonstrates the implementation of drama curriculum in primary school English education through the basic course case of "Huai Shu Theater". The curriculum is divided into three grades: low, medium, and high, each with its own emphasis. The lower grades emphasize role-playing, activate students' bodies and thinking through drama games, integrate educational drama elements into practice, and create dialogues based on real contexts in the production process. Introducing reader theater in the middle grades, guiding students through the 4P teaching model (preparation, presentation, practice, performance) to read aloud and perform with emotion, reducing psychological pressure, and deepening their understanding of the script. In higher grades, emphasis is placed on educational drama. Students create scripts and perform short plays around the theme, using performance to promote writing and speaking, and improving their writing and language output abilities. The entire curriculum system lays the foundation for students to complete advanced tasks and effectively enhances their comprehensive English proficiency.

Course implementation effect

The discussion focused on the cultivation effect of the "Big Huai Tree · Lilac" English education drama course on students' core competencies, including attention to personalized learning needs, improvement of language skills, cultural understanding, theme exploration, role experience, drama performance skills, drama comprehension and appreciation abilities, and enhancement of artistic literacy. At the same time, the course also promotes students' ability to solve problems in English, comprehensively enhances their English proficiency, and achieves positive growth in emotions, attitudes, and values. In addition, the curriculum has promoted the professional development of the teaching staff, changed their teaching philosophy, strengthened student-centered teaching design, expanded their professional knowledge, and optimized the teacher-student relationship.