学前教育戏剧计划

摘要

本研究于2008-09学年春季学期在伊兹密尔多库兹埃吕尔大学（Dokuz Eyluuml;l University）进行，四年级学生成为布卡师范学院学前教育系中“教学实践”课程的一部分。参与研究的14名学生在本科学习期间学习戏剧。在这项研究中，学前教育系的学生被教导在戏剧规划中应该考虑的问题，他们的建议和申请计划也与考生本人一起审查。本研究提供与学前教育相关的戏剧计划样本。

1. 介绍

每一种类型的直接关系，动作反应程度，甚至人与人之间最低程度的互动都可以是一个戏剧性的时刻或戏剧性的情况（San，2006）。戏剧是一种以高度的创造能力为依托，研究人类经验的方式。戏剧活动有助于人们了解自己和他人。利用现有的条件拓宽视野，在生活中有自己的思想和勇气，使得学生成为有技巧、有条理、有洞察力的人。在学前教育早期戏剧性的活动也被用来发现和表达自己（Gouml;nen 和 Dalk1l1ccedil; 2003）。戏剧为孩子提供了个人和个人的双重身份，以最大限度地发挥其潜力，这是所有教育计划的目标，使创造性戏剧在现代教育节目中的地位清晰可见(Ouml;meroglu, 2006c)。

有关学前儿童戏剧的研究表明，戏剧对学前儿童的成长具有积极的影响。通过对5-6岁儿童（Ouml;meroglu，1992）的研究，得出创造性戏剧活动在儿童语言创造性中有着积极影响的结论。通过使用戏剧方法让5岁儿童对学习数字和交易概念的影响的研究，Tuuml;rker（2008）得出结论：戏剧方法有助于儿童学习数字和交易概念，并且这种方法支持这些概念。通过对学龄前儿童Onder和Kamaraj(1998) 8周的研究得出结论，戏剧对儿童的社会和情感素质的提高起着积极的作用。

创造性戏剧作为一种学习方式，最重要的方面是它支持心理、社交和心理运动能力（Ouml;meroglu，2006a）。创造性戏剧教学法将认知目标、有效目标和心理-运动-行为目标有机地结合在一起，从而满足学生不同的特点和能力。它还涵盖各种学习类型，如通过经验学习、通过行动学习、通过互动和协作学习、通过发现和讨论学习、主动学习以及最终的情感、社会和概念学习（Alibeyoglu等人，2008年）。孩子们直接参加戏剧活动，会很容易表达自己的想法和情感，他们通过自己的观察和测试获得信息。通过这种方式使获得的信息更加永久（KandIr，2006）。孩子们也把真实的物体作为象征性的手段，这样他们就增加了他们的意象能力和创造力，并且他们通过戏剧表演即时和永久地学习了有关概念的信息（KandIr，2006）。在学前儿童的教育中，基于行动的技术比语言表达更有效。学前儿童可以通过行为表达自己的情感，向周围的人表达自己的需要，可以通过动作学习戏剧表演中的许多概念、过程、案例（Ouml;nder，2007）。

一般来说，戏剧教给孩子的是什么。以同理心来理解他人，掌握交流语言，注意到他是集体中的个体，通过他的语言、智力、身体和艺术方面来表达自己，与自己和集体和平相处，克服问题，提出建议，接受批评与自我批评，具有审美的能力，建立一个创造性的身份，传播生活中的分享和团结的意义，对不同的意见和行为采取理智行动，建立正确的行为，提高自立能力（AksarI，2005）。

在戏剧表演中，一般有四种运用方法：获得信心、运用五官提高观察力、温习静听法、身心静听法都是按一定的规则进行，并由组长执行。游戏舞台是由童话剧和角色扮演构成的，是在既定的规则和创造性、想象性的角色作用下，建立和发展起来的自由游戏。即兴创作的作品有不确定性，从一个确定的主题开始，独立的或集体的创造性站在最前面。在编队阶段，要从一个事先没有确定的点开始。过程和过程的结束是不确定的（San，1991）。在创造性戏剧活动中，参与者与他人一起思考、感受和行动。在创造性的戏剧中，我们可以称之为戏剧的结构，是建立在想象的基础上的，戏剧可以通过真实的生活和事件来建立（Ouml;meroglu，2006b）。

对于一个应该使用创造性戏剧方法的教师来说，了解什么是创造性戏剧并充分理解它的组成部分和步骤是非常重要的，因为这将有助于课程的呈现和发展。在一节课中，创造性的戏剧方法应该从准备和热身开始，接着是角色扮演，最后是评价和讨论(Alibeyoglu等人, 2008)。以下是教师在策划和开展学前戏剧活动时必须注意的几个重要问题(Akyol, 2009; Ouml;meroglu, 2006a; Ouml;nder, 2007; Gouml;nen ve DalkIlIccedil;, 2006):

活动策划的出发点应是幼儿的兴趣、需求、发展特点和年龄。

首先，应确定预期实现的目标和行为。然后，为了达到这种行为和目标，应该制定一个戏剧计划。当目标决定时，目标和预期实现的行为不应总是相同的。所有的目标都应根据儿童的需要进行。

老师不应该忘记是小组里的每个孩子都有不同的特点，每个孩子都是独一无二的。而且老师也不应该抛弃这样的想法。每个孩子都可以有不同的经历和不同的过去。所以在策划戏剧活动时要考虑人的差异。

在策划戏剧活动时，应考虑提高幼儿的创造力、解决问题的能力、判断能力、内部纪律、责任意识和协作意识。

对适合哪个年龄段的戏剧活动作出某种决定可能会产生误导。教师应根据儿童的年龄来决定是否适合儿童进行戏剧活动，并应考虑儿童的注意力、兴趣和重复人工动作的能力。戏剧表演可以在五岁以前完成，在戏剧中最重要的是过程而不是结果。但是，不可能把戏剧的所有阶段都应用到对五六岁以下儿童的表演中。

戏剧表演的场所一定要安全，一定要有足够的空间。

戏剧活动在进行的同时，应正确估计其风险因素。在扮演角色的时候，孩子们不应该面临失败或压力的风险。

戏剧表演不应该有胜负之分。

首先，教育者应该决定他想观察什么，同时他也应该对不寻常的行为保持理智。

在戏剧中，孩子不应该被评价为聪明或平庸，成功或不成功。

有些孩子可能总是想和同样的朋友一起玩。有时没有人愿意和孩子们一起玩。为了消除这种情况，学前儿童应该保持互相玩耍的方法，如给颜色或动物起名字。

和孩子们一起学习的过程应该是容易且困难的。首先这个过程是可能角色扮演，然后是即兴表演。第一次应用戏剧的儿童戏剧的所有阶段可能不会实现。通过这一过程可以保持阶段性的进展。

用动作表演戏剧并不能保证学习。孩子可以通过说明和赋予身体与语言符号所做的动作的意义来获得能力和信息。因此，对行为进行命名、意义的理解、区分或概括，是一个重要的讨论阶段。

1. 方法

这项研究是在2008 - 09学年的春季学期在Dokuz Eylul大学进行的, 四年级学生作为布卡师范学院学前教育系“教学实践”课程的一部分。14名学生参与了这项研究在本科学习了戏剧课。众所周知，掌握戏剧策划活动的信息不足以制定出有效的戏剧策划。因此，实习教师在戏剧规划方面的实践越多，他们对戏剧课程的规划就越好、越有效。在这项研究中，学前教育系的学生被告知在戏剧策划中应该考虑哪些因素，他们的建议申请计划也被与考生本人一起审查。考试结束后，将观察到的问题与每位实习教师一起进行整理，做出必要的修改和更正。认为本研究将为从事幼儿戏剧研究的识字教育工作者和研究人员指明方向。

戏剧教学计划应该培养学生的认知能力，提高学生的学习效率和心理运动能力。他们还应帮助学生从简单到困难、从简单到复杂、从具体到抽象、从已知到未知、从近到远的环境中处理信息、情感和技能，并将它们排列成一个是另一个的先决条件的顺序（Ouml;ztuuml;rk，2007）。本研究的教案由两位戏剧专业人士和一位学前教育专业培训师仔细审核。所有计划的准备工作结束后，候选教师被要求把计划付诸实施。

根据教育部确定的标准，结合课程结构和课堂气氛，编制戏剧教案。所有的课程计划包括三个部分:热身、角色扮演和评估。有关学前教育的样本计划如下。关于季节的样本计划见表1。

1. 结果

表2中有一个关于清洁重要性的戏剧计划示例。

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外文文献原文

Sample drama plans for preschool education

Duygu Ccedil;etingouml;z *, Berna Cantuuml;rk Guuml;nhan

Abstract

This study was conducted in the spring term of the 2008-09 academic year in Dokuz Eyluuml;l University, Izmir with forth- grade students as part of a lsquo;teaching practicersquo; lesson in Pre-school Teaching Department of Buca Faculty of Teacher Training. 14 students who participated in the study took the drama lesson during their undergraduate study. During this study, the students in Pre-school Teaching Department were taught what should be taken into consideration during drama planning and their suggested plans for application were examined together with the candidates themselves. Sample drama plans that are composed related to preschool education are presented in the study.

1. Introduction

Every type of direct relation, action reaction traffic, even a least level of interaction between a person and a person is a dramatic moment or dramatic situation (San, 2006). Drama is a way that hangs on high level of creativitiy capability and researches human experience. Dramatic activities help people to know well himselves and others. Supports students on the way of becoming individuals who are skillful, coherent, perceptive who try to broaden their outlook by the facilities that they have, take part in life by their own thought and who are courageous. Dramatic activities have been used very early in preschool education too to explore and express himself (Gouml;nen and DalkIlIccedil; 2003). So that the place of creative drama in modern education programmes explicitly visible. Drama provides the child both as personel and as an individual in the community to maximize his potential which is the target of all educational programmes (Ouml;meroglu, 2006c).

Researches related to drama in preschool period show that drama have positive effects on growth of children who are in preschool period. By the research on 5-6 years old children Ouml;meroglu (1992) comes to the conclusion that creative drama activities effect the childrens linguistic creativeness in positive way. By the research on 5 years old children about the effects of drama method on learning number and transaction concepts Tuuml;rker (2008) comes to the conclusion that drama method helps children to learn number and transaction concepts and this method supports these concepts. And by a eight weeks research on preschool children Ouml;nder and Kamaraj (1998) come to the conclusion that drama plays positive role on childrens social and emotional qualities to progress.

The most significant aspect of creative drama as a way of learning is that it supports mental, social and pschomotor abilities (Ouml;meroglu, 2006a). Creative drama method contains cognitive, effective and psyco-motor behavioral objectives together and in this way it appeals to different characteristics and abilities of students. It also covers various learning types such as learning through experience, learning by acting, learning through interaction and collaboration, learning by discovery and discussion, active learning and finally emotional, social and conceptual learning (Alibeyoglu et al, 2008). With drama children join to the activities directly. They express their ideas and emotions easily, they reach the information by observation and testing by themselves. The information obtained this way be more permanent (KandIr, 2006). Children use real objects also as symbolic means so they increase their imagionary power and creativeness and they learn information about concepts instantly and permanently by drama performances (KandIr, 2006). Action based techniques could be more effective than linguistic expression on education of preschool children. Preschool child can express his emotions by the actions, express his needs to people around him. He can learn a lot of concepts, processes, cases in drama performance by the actions (Ouml;nder, 2007).

Generally what drama teach to child is; to understand others by empathy, to catch the communication language, to notice that he is an individual of the community, to express himself by his linguistic, intellectuel, physical and artistic sides, to be in peace with himself and community, to overcome the problems, to generate suggestions, to be open to critics and self criticism, to gain aesthetic sensibility, to build up a creative identity, to spread the sharing and solidarity senses in his life, to act democratically to different opinions and behaviours, to build up rightly behaviour, to improve the self reliance (AksarI, 2005).

Generally, there are four types of application methods in drama performances: to gain confidence, to harmonize, to use five sensorials, to improve the observation ability, warmup and calm down works to listen to body and brain are adopted by certain rules and enforced by group leader. Play stage composed of pandomime and role playing is based on freely play set up and progress under determined rules and creativity and imaginary plays role in here. Improvisation works have determined less certain and you start with a determined subject, seperate or group creativeness stand in the forefront. In the formations stage you start from a point not determined beforehand. The process and the end of the process indefinite (San, 1991). In the creative drama activities participant thinks, feels and acts with others. In creative drama a structure, that we can call it play, built up based on imagination and the play can be built up by using real lives and events (Ouml;meroglu, 2006b).

It is really important for a teacher who is supposed to use creative drama method to know what creative drama is and to fully understand its components and steps as it will ease the presentation and progression of the lesson. Practices in a lesson in which creative drama method is to be used start with preparation and warm-up, continue with role-playing and end with evaluation

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