Methods and Paths for Integrating Educational Drama into Chinese Language Teaching in Chinese Secondary Schools

Abstract

In 2022, the Ministry of Education of China issued the "Compulsory Education Chinese Language Curriculum Standards," which, building on the foundation of the 2017 edition of the "General High School Chinese Language Curriculum Standards," further established the goal of cultivating core competencies in the Chinese language curriculum. It organized the curriculum content around learning task groups and guided curriculum reform towards practical situational cultivation of comprehensive Chinese language abilities, presenting new requirements and challenges for teaching Chinese in secondary schools. On the other hand, the "new curriculum standards" emphasize interdisciplinary learning and for the first time, incorporated the concept of educational drama into the national curriculum standards. Both theory and research practice show that educational drama is suitable for secondary school Chinese teaching and can meet the new curriculum requirements, thus promoting the reform of the Chinese language curriculum.   

This article aims to clarify how the "new curriculum standards" provide a basis for integrating " secondary school teaching Chinese " with "educational drama." By analyzing the concept of "educational drama," it primarily focuses on the "integration" of Chinese language curriculum content organized around "learning task groups," and the "situational" and "practical" aspects of teaching Chinese activities emphasized in the "new curriculum standards." It seeks to find the logical connection points and implementation paths for conducting secondary school Chinese teaching through the means of educational drama.