Drama-In-Education(DiE): Offering Role Transitions For Educators In Class Teaching

Abstract Drama-in-education (DiE) recently has been put on the list of teaching skill training, as a new method to alter and update traditional teaching pattern。 Years of overseas researches have proved it differs away from ordinary class teaching when drama, the pedagogical innovation, is involved in teaching plan。 As we narrow down the applied realm of DiE to English learning and teaching, it finds out that most DiE experiments are effective in achieving the goal of student engagement, better comprehension and teacher-student mutual communication。 90302

This study lays a great emphasis on the drama-in-education experience of Drama Direct Professional Development, which is a research program using drama-based instructional strategies to enhance multiple aspects for teaching abilities。 And the focus is on the changes of teachers’ roles which will go through three main phases: learners in observation, manipulators in trials, facilitators in practice, together with the students’ transition: shy kids, “naughty” kids, and finally creative kids。 And these changes throw a light upon how DiE offering a new pattern for English teaching and learning。 In-depth case study will be carried out by teaching observations, interviews and questionnaires。 The reasoning and analysis of these roles’ transitions help us to figure out how dramatic elements work in English class teaching, especially with respect to the increase of student engagement, effective interactions in teacher-student relationship, etc。 

To conclude, this short-term experience allowed teachers to try to be facilitators, instead of controllers in class。 As student-centered approach is quite different from traditional knowledge transmission way, interactive teaching such as drama-in-education will be consequently encouraged to apply, teachers’ role transition, sooner or later, is an important matter of teacher self-development。

Keywords: drama-in-education; role transition; teacher self-development; teacher learning

戏剧教学：为课堂教学者提供角色转变新方式

摘要近来，戏剧教学，作为一种能够更新、提高传统教学模式的手段，逐渐成为一项教师技能学习的内容。根据多年来国外对于戏剧教学的研究发现，当教学工作者把戏剧作为一种创新的教学应用手段时，课堂效果会区别于传统的教学。当研究范畴锁定在戏剧教学对于英语教学时，有研究发现戏剧教学对于提高学生参与度，理解能力以及师生良好互动等都有一定的作用。

本次研究旨在从“教师角色转变”出发，探讨教学工作者在上海浦东新区戏剧教学培训项目的戏剧教学法的过程。研究将着眼于教师参与者在课堂教学过程自身教师自我能力认识以及培训项目三个阶段的角色转变，即观察中的学习者，试验中的掌控者，实践中的促进者。从而，通过角色转变的例子来说明戏剧教学法为英语教与学以及提高教师自身能力提供新模式的可能性。

因此，本研究将采用定性研究方法，以上海浦东新区戏剧教学培训项目为案例，运用观察和访谈相结合的方法来了解戏剧元素在课堂中的应用，从而进一步了解戏剧教学法与教师角色转换之间的关系。

概括而言，教师在学习戏剧教学法之后，自身教学能力以及自我认识都会发生转变，而能力和认识的改变使教师们重新思考在课堂教学中角色定位，最终期望达到的目标就是教师从课堂主导者成为教学工作促进者。面对以学生为中心的课堂指导原则，戏剧教学法的应用逐渐扩大，教师角色转变将成为教师自我发展的重要一环。

毕业论文关键词：戏剧教学；角色转变；教师自我发展；教师学习