OnTheEffecivenessOfConducingEnglishDramasForRuralMiddleSchoolSudens_开题报告

   As we all know that English has been the International Universal Language since the “League of Nations” was founded in 1920, after the World War I. As time goes by, English is more and more important in people’s hearts. As a result, the English teaching methods in China have been gotten great attention at the same time. Because of the high attention, educationalists are advocating adopting some new teaching methods keeping pace with the times. But the traditional teaching method which focuses on teachers as the guiding made a great influence on the teachers. The lack of the interaction between teachers and students has become a big problem for English teaching, especially in rural middle schools. While with the deepening of education standard reform (the edition from “Go for it ” to “New Standard English”) , the New Curriculum Standard takes “ Theme – Function- Frame – Task”as the new principle, and creates context and design a plenty of language activities for students according to students’ physical and mental development, as 陈琳、Naomi Simmons、Printha Ellis concludes (2000). For the rural middle school students , on one hand, the new one riches their English class, on the other hand, it helps students improve their listening, speaking, reading and writing, but the difficulties are arousing in the meanwhile. The simple language learning is changed into comprehensive cultural learning. This process of changing is accompanied by the application of new teaching methods. So the Drama-in-Education has became one of the mainstream teaching methods in middle school English teaching by virtue of good interaction, excellent comprehensive culture. 

In the 18th centuries, Drama-in-Education was used in France in a small scale, and developed more perfectly in 1930s. And between 1960s and 1970s, it could be performed with several people. It was brought into the regular education system in 1980s. As Dorothy Heathcote, the English Drama Scholar mentioned “ Drama-in-Education” formally in 1970s, she advocated drama as a medium of teaching, letting students experience the “Live through”. She thinks drama is not only a bunch of art education, but also a unique way of language teaching, which is the combine of humanistic drama, interdisciplinary learning and art education.

   And Mark Almond(2005), the English Canterbury Church University Scholar mentioned that drama-in-education is a whole-person education, which impacts on students’ confidence, the molding of personality. Similarly, Clipson-Boyle (2012) emphasized that drama is the communication between two persons, and it is the main carrier of Language Contextualization and Instrumentalization. With the guide of “Drama-in-Education”, students can take the language as the tool to communication with companions and  mainstream in the activities.

   Even though the Drama-in-Education has been widely in Westerns, but it has been in the initial stage in mainland yet. But the philosophy and ways of Drama-in-Education offers some ideas for middle school students.

   Wei Chunlian, Xin Xueyan (2005) mentioned that bringing the drama into the class is a creative way of teaching. It can help with students’ listening, speaking, reading and writing. Make students experience the language, understand the language and experience the emotion in the drama activities. In addition, Wen Qinlu (2010) conducted the English teaching by drama and did a survey about it. It showed that this way can help improve students’ whole level, the unconfident students changed a lot, they were willing to take part in the activities; and to teachers, Drama-in-Education rich the teaching methods, improve the relationship between students and teachers, and transfer teachers’ teaching concepts.

   In sum, all the above studies have put forward valuable ideas about the effectiveness of conducting the English Drama for Middle School Students. However, there seems to be a lack of in-depth and detailed analysis and the current situation of the rural middle school students, which will surely shed more light onto the effectiveness of conducting English Dramas for rural middle school students. Thus my study may hopefully make some contribution in this direction.

Outline

Abstract

Key words

1. Introduction

2. The current situation in English teaching in rural middle schools

The quality of English Teaching hasn’t been improved obviously since the reform of English Education was carried out. There are a lot of problems existing in education main part, education target, education methods, education administer, family education and some other aspects. 

2.1 The education main part

  2.1.1 the inadequate numbers of rural teachers

  2.1.2 the unreasonable structure in rural teachers’ ages

  2.1.3 the imperfection in teachers’ professional quality

  2.1.4 the teaching methods – focus on examination-oriented education

  2.1.5 the low remuneration to rural teachers  

2.2 The education targets   2.2.1 Students’ weak foundation and poor motivation for studying English

  2.2.2 The difficulty in pronunciations under the atmosphere of Chinese

  2.2.3 The out-flow of rural students 

2.3 Rural family education

2.4 The textbook contents

2.5 The imperfection of hardware equipment in rural middle schools 

3. The concept of drama and drama-in-education

4. The necessity of conducting English dramas in class for rural middle school students

 4.1 To improve students’ grades

 4.2 To cultivate students’ taste of English

 4.3 To arouse students’ enthusiasm in learning English

 4.4 To increase students’ comprehensive use of English

 4.5 To improve students’ solidarity

 4.6 To improve students’ sense in humanistic emotions

5. The process of conducting the English dramas in class

5.1 The material of drama

5.2 Script writing

Rehearsal and show 

5.4 Evaluations of the drama

6. The notices and strategies in conducting the English Drama in class

 6.1 The reasonable allocation of the groups

   6.1.1 students’ character 

 6.2 The degree of difficulty

 6.3 The aid of Multi-Media

 6.4 The feedback in time

 6.5 The atmosphere in the English classroom

7. Conclusion

8. Reference

References

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