introduction

This article introduces the construction of school-based English curriculum in primary schools, emphasizing the main role of schools and teachers in curriculum development and decision-making, as well as the importance of implementing school-based national curriculum. Analyzed the problems existing in the current school-based curriculum, such as simple and superficial integration of course content. At the same time, the exploration of the Tianjin primary school English teaching and research team in the construction and practice of thematic cluster unit courses was introduced, including three categories: basic courses, English expansion courses, and comprehensive practical activities. Finally, it is pointed out that this article will showcase the specific practice of activity courses under the theme cluster unit curriculum system from the perspective of educational drama curriculum construction.

Concept of Educational Drama Curriculum Construction

The construction concept of drama curriculum in primary school English education was introduced, emphasizing its importance as an important carrier for national curriculum implementation. The implementation of the curriculum includes five stages: learning, scheduling, performance, observation, and evaluation, aiming to innovate learning and evaluation methods and enhance students' core competencies. The curriculum advocates the concept of "everyone plays", encourages all students to participate, pays attention to the learning process and emotional experience of students, and cultivates their language ability, learning ability, reflection and appreciation, as well as patriotism and cultural awareness.

Characteristics of Educational Drama Pointing to Unit Comprehensive Practice Activities

Explored in depth the characteristics of primary school English education drama curriculum that focuses on unit comprehensive practical activities. Firstly, unlike traditional educational drama, it focuses more on the embodiment of unit themes, such as adapting picture books into scripts through cases in Appendix 5 of the Curriculum Standards, emphasizing mutual respect and care among family members. Secondly, educational drama emphasizes situationality, allowing students to learn language knowledge in real contexts through complete and meaningful plots, such as transforming textbook content into scripts and deepening students' understanding of the theme during rehearsals. Thirdly, dialogic nature is the core of educational drama. Teachers guide students to engage in dialogue with the script, characters, peers, and themselves, promoting students' reflection and introspection. For example, by adapting the script, students can engage in meaningful dialogue during rehearsals and enhance their critical thinking abilities. Finally, experientiality is the key to educational drama. During the process of learning, arranging, performing, observing, and evaluating, students can generate emotional resonance and construct knowledge through participation and experience. For example, through activities such as space walk and still image, students can deeply experience characters, comprehend script themes, and achieve in-depth exploration of unit themes.

The Implementation Effectiveness of Educational Drama Curriculum Empowered by Comprehensive Practice Activities

After ten years of development, the drama curriculum for primary school English education in Tianjin has effectively improved English teaching in rural schools and narrowed the urban-rural gap. In the implementation of the curriculum, teachers attach great importance to listening and speaking teaching, use multimodal resources to improve students' pronunciation and intonation levels, and pay attention to dialogue, communication, and activity experience to stimulate students' self-learning ability and learning interest. The implementation of sensory evaluation in educational drama courses, using the SOLO classification evaluation concept to design evaluation criteria that truly reflect the development of students' core competencies. The evaluation form is provided to students in the classroom to help them monitor and adjust themselves against the standards. The three-level linkage between urban and rural schools updates teachers' curriculum views, promoting the formation of teachers' subject consciousness, integration consciousness, generation consciousness, and resource consciousness through theme forums, academic forums, process resource exhibitions, and educational drama evaluations, transforming teaching behavior, emphasizing dialogue listening, process experience, and collaborative exploration, and establishing a new curriculum view.

conclusion

The educational drama curriculum provides an effective model for comprehensive practical activities in primary school English, emphasizing the significance of unit themes and expanding the breadth and depth of learning. Through multi class and long program thematic learning, educational drama effectively integrates in class and out of class time, utilizes fragmented time, solves the problem of limited class hours, and promotes students' deep learning in real-life scenarios. Educational drama also emphasizes the mission of cultivating virtue and nurturing people, requiring the subject curriculum to achieve an organic unity of value guidance, knowledge transmission, and ability cultivation. In the reform of basic education curriculum, teachers need to step out of their comfort zone, actively explore curriculum practice, and research departments and schools should build high-quality English courses to achieve the transformation from subject teaching to subject education.