%0 Journal Article %T 戏剧教学法在初中英语阅读教学中的应用
Application of Drama Teaching Method in English Reading Teaching in Junior High School %A 樊璟曦 %J Advances in Education %P 74-77 %@ 2160-7303 %D 2025 %I Hans Publishing %R 10.12677/ae.2025.156961 %X 文章以《义务教育英语课程标准(2022年版)》为背景，针对传统初中英语阅读教学中存在的模式单一、学生参与度低等问题，探讨戏剧教学法的应用策略及其教育意义。并结合人教版初中英语教材案例(如七年级下册Unit 3“A Weekend to Remember”)，系统分析了戏剧教学法的应用机制，将其分为课前文本筛选与目标设计、课中分层解析与互动说戏、课后剧本创编与协作排练、课堂多维评价与反思提升四个阶段，形成“实践–反思–再实践”的教学闭环。研究指出，戏剧教学法通过情境化、互动性的活动设计，能够有效激活学生语言能力与情感认知的协同发展，同时提升学生的核心素养(如批判性思维、合作能力)。此外，文章从自我意识塑造、学习兴趣激发、真实情境创设、关键能力培养四方面论证了戏剧教学法的重要性，强调其在促进语言内化、实现深度学习中的独特优势。最后，作者建议教师需注重文本适配性与目标导向性，结合动态评价机制，使戏剧教学法成为初中英语阅读教学中语言习得与素养培育的双重载体。
Grounded in the English Curriculum Standards for Compulsory Education (2022 Edition), this paper addresses the issues of monotonous mode and low student engagement in traditional junior high school English reading teaching, exploring the application strategies and educational significance of drama pedagogy. By integrating cases from junior high school English textbooks, such as Unit 3, “A Weekend to Remember” in Volume 2 of Grade 7, the paper systematically analyzes the application mechanism of drama pedagogy, which is divided into four stages: pre-class text screening and target design, in-class hierarchical analysis with interactive drama activities, after-class script creation and collaborative rehearsal, and multi-dimensional classroom evaluation for reflection and improvement. This forms a “practice-reflection-repractice” teaching closed loop. The study reveals that drama pedagogy can effectively promote the coordinated development of students’ language proficiency and emotional cognition through contextualized and interactive activity design, enhancing students’ core literacy, including critical thinking and cooperation abilities. Moreover, this paper demonstrates the importance of drama pedagogy from four aspects: self-awareness shaping, learning interest stimulation, real-life situation creation, and key ability training, emphasizing its unique advantages in facilitating language internalization and achieving deep learning. Finally, the authors suggest that teachers should focus on text adaptability and goal orientation, coupled with a dynamic evaluation mechanism, so that drama pedagogy can serve as a dual carrier for language acquisition and literacy cultivation in junior high school English reading teaching. %K 戏剧教学法， %K 初中英语阅读教学， %K 应用机制
Drama Pedagogy %K Middle School English Reading Teaching %K Application Mechanism %U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=116684