Contents

1。 Introduction 1

1。1。1 DiE domestic development 1

1。1。2 DiE methods for student learning 1

1。1。3 DiE method for teachers’ development 2

1。2 Research Significance 2

1。3 The structure of the paper 3

2。 Literature review 4

2。1 The definition and development of Drama-in-Education 4

2。1。1 Foreign research situation 4

2。1。2 Domestic research situation 5

2。2 Theories of teachers development and role transitions 7

2。3 Theories of DiE and the students development 8

3。 Research design 10

3。1 Research participants and basic information 10

3。2 Research questions 10

3。3 Research methodology 10

3。3。1 Quantitative research method 10

3。3。2 Qualitative research method 10

3。4 Research framework and procedures 10

4。 Research analysis and discussion 12

4。1 Results analysis about stages 源Q于W优E尔A论S文R网wwW.yOueRw.com 原文+QQ75201,8766 of transitions 12

4。2 Research analyses about the realization of role transitions 13

4。3 Research analyses on obstacles during the role transitions 15

5。 Research findings and implications 17

6。 Research conclusions and reflections 18

6。1 Conclusions on the role transition 18

6。2 Inadequacy and problems remained in the research 18

References 24

1。 Introduction

1。1 Research background

1。1。1 DiE domestic development 

    Since 1960s, drama has been discovered its pedagogical influence, typically in the UK, the USA and Australia, many academics have been devoted themselves in researches of drama application in course teaching。 

Taiwan and Hongkong are recognized as the first pilot regions of DiE, in China。 Early on 12th Mar。 1997, Taiwan published the “Art Education Act”, which provided law support for carrying out art education in all the local schools。 And the 9-year compulsory syllabus added performing art into its system。 Later, with the newly-published syllabus by Ministry of Education in 2001, DiE became the means and ends of class pedagogies in Taiwan。 As for DiE in Hongkong, since its educational reform, “drama” has become the focus。 The Group of Curriculum Development in the Bureau of Education has drafted and released several syllabuses, which pointed out drama should be an important culture carrier for class and a suitable tool for active learning。 Meanwhile, some educational organization in Hongkong have launched plans to help popularize DiE, but it does not function as expected。 School drama festivals and music drama has occupied the most of resources, namely “drama as an activity”, which is obviously far away from its original purposes。 In 2001, “drama in education” as an effectively collaborative aid has led part of schools’ first trial to combine drama with their regular classes。 Recently, Mainland China has already adapt its educational systems and syllabus, which provide a good timing for thoroughly probing DiE。