introduction

Educational drama is increasingly valued in basic education, but there is currently a lack of systematic curriculum research. This article is based on domestic and foreign research results and the author's practical experience, and explores in depth the model, connotation, path, and principles of drama curriculum in primary and secondary school English education from four dimensions: goals, content, implementation, and evaluation.

The Connotation and Value of Curriculum based Drama in English Education

In depth exploration of the connotation of English education drama, it is defined as a teaching method that cultivates English subject literacy and achieves educational goals through dramatic forms in an English as a foreign language environment. The process of curriculum involves transforming abstract concepts into concrete and actionable curriculum frameworks and learning resources. As a teaching method and curriculum form, educational drama utilizes dramatic elements and methods to promote students' exploration in context, experience in roles, and creativity in cooperation. With embodied cognition as the core concept, it promotes holistic development and meets the requirements of modern education. At the same time, it is pointed out that China started relatively late in the research of drama curriculum in English education, and teachers face problems such as insufficient theoretical basis, single teaching strategies and evaluation methods in the implementation process. The importance of exploring drama curriculum in English education is emphasized.

Overview of the Construction of Subject Education Drama Curriculum

This article summarizes the paths and models of integrating educational drama into primary and secondary school curricula, including inclusive teaching in the UK and single subject teaching in the US, as well as the application of educational drama in cross subject and single subject thematic teaching. Introduced the classification of drama education in Hong Kong schools and the three levels of drama education proposed by Huang Aihua. Explored the application of educational drama in primary school English teaching, including drama strategies based on textbook texts, drama teaching based on classic stories, and the production of English drama societies. It also introduced the practice of English drama teaching in a school in Beijing and four paths of curriculum based core competencies.

Curriculum based Mode of Drama in English Education

Two models of drama curriculum integration in primary and secondary school English education were introduced: partially integrated and fully embedded. Partial integration is the integration of educational drama into the national curriculum, while overall embedding is the development of school-based curriculum, including both compulsory and elective courses. The three types of courses have their own emphasis on objectives, content, implementation, and evaluation, which are systematic, complementary, progressive, and diverse. Educational drama plays an important role in enlightening the mind, improving personality, unleashing creativity, and permeating moral education, with the ultimate goal of cultivating well-rounded individuals.

Curriculum Architecture of Three English Education Drama Curriculum Models

Three models of drama curriculum in primary and secondary school English education and their curriculum structures were introduced. The first mode is to integrate the paradigm of educational drama into the national curriculum, promoting deep interaction between students and texts and enhancing students' core literacy through activities such as creating scenarios and role involvement. The case study analyzed the teaching plan for the first semester of Grade 8 of Beijing Normal University's English textbook, demonstrating the application of the Conscience Lane strategy in solving dilemmas. The principles of curriculum construction include clarifying curriculum objectives, targeting all students, and teachers learning educational drama theory and paradigms.

conclusion

Summarized three models of drama curriculum in English education, emphasizing its integration, innovation, and diversity of evaluation with school English subject curriculum. At the same time, it is pointed out that the combination of educational drama and subject teaching poses higher requirements for teachers, and schools need to provide professional development support for teachers to promote the integration of new teaching concepts into practice.