教育戏剧的课程属性与实践路向  

Curriculum Attributes and Practical Directions of Educational Drama

作　　者：何芳馨 但武刚[1] HE Fangxin;DAN Wugang(School of Education,Central China Normal University,Wuhan 430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《教育研究与实验》2025年第2期99-108,共10页Educational Research and Experiment

基　　金：国家社会科学基金2023年度教育学青年项目“教育记忆视角下青少年的革命文化记忆塑造与历史变迁研究(1949-2022)”(COA230328)的研究成果。

摘　　要：教育戏剧是教育与戏剧相互蕴含的产物,与戏剧教育同根共生、互补互利。肇始于西方的现代意义上的教育戏剧经历了工具主义范式、本质主义范式、后现代主义与建构主义范式的理念嬗变,逐渐从最初教学法的创新到成为推动教育变革的重要力量。教育戏剧的课程基本定位坚持教育性、育人目标指向全人性、整合理念体现超越性、设计原则呈现开放性、评价标准彰显全面性。面向未来,教育戏剧应深化本体研究,完善中国特色教育戏剧理论体系;提升教师素养,强化教师教育激发教育戏剧活力;创设育人场域,搭建支持环境支撑教育戏剧实践;探索科技赋能,运用数智技术开拓教育戏剧蓝海。Educational drama is the product of the mutual implication of education and drama,and is born together with drama education and complementary to and benefits each other.Modern educational drama with its roots in the West has undergone the conceptual evolution from instrumental paradigm,essentialist paradigm,postmodernism and constructivist paradigm,gradually evolving from the initial innovation of teaching methods to becoming an important force for promoting education and even social change.Educational drama adheres to the basic curriculum stance of education,aims at the all-round development of humanity,embodies the transcendental concept of holistic design,presents an openness in the design principle,and highlights the comprehensiveness of the evaluation standard.Looking to the future,educational drama should deepen its intrinsic research to perfect the Chinese characteristic education drama theoretical system,improve teachers'quality and enhance teacher education to stimulate the vitality of education drama,create an educational environment to support education drama practice,and explore the empowerment of digital technology to open up new frontiers for education drama.

关 键 词：教育戏剧 戏剧教学法 课程属性 育人场域 

分 类 号：G40-014[文化科学—教育学原理]