核心素养视域下教育戏剧融入小学语文叙述类文本教学的实践路径研究

A Study on the Practical Paths of Integrating Drama in Education into Chinese Narrative Text Teaching in Primary Schools from the Perspective of Core Competencies

摘要: 在语文核心素养导向的课程改革背景下，如何在小学语文叙事类文本教学中有效培养学生的叙事素养，成为基础教育领域亟待关注的重要课题。教育戏剧作为一种以体验、角色代入和情境建构为特征的教学方式，为文本解读与意义建构提供了新的可能。本文在梳理相关研究成果的基础上，结合核心素养视域下叙事素养的内涵，探讨教育戏剧与小学语文叙事类文本教学的契合点。研究认为，教育戏剧能够通过“情境建构–角色代入–叙事重构–反思对话”的教学路径，促进学生叙事理解力、叙事表达力与叙事创造力的整体发展。同时，教育戏剧在实践过程中仍面临教师专业素养不足、课时压力和学生参与差异等挑战。本文结论指出，教育戏剧融入小学语文叙事类文本教学不仅有助于落实语文核心素养的目标，也为提升学生的综合语言能力与文化理解力提供了有效途径。

Abstract: In the context of curriculum reform guided by Chinese language core literacy, how to effectively cultivate students’ narrative literacy in teaching narrative texts at the primary level has become an important issue in basic education. Drama in education, characterized by experiential learning, role-playing, and situational construction, provides new possibilities for text interpretation and meaning-making. Based on a review of relevant studies and the connotation of narrative literacy from the perspective of core literacy, this paper explores the integration of educational drama into the teaching of narrative texts in primary Chinese language education. The study suggests that educational drama can foster the holistic development of students’ narrative comprehension, narrative expression, and narrative creativity through a teaching pathway of “situational construction - role engagement - narrative reconstruction - reflective dialogue.” Meanwhile, challenges remain in practice, such as teachers’ insufficient professional competence, time constraints, and differences in student participation. The paper concludes that integrating educational drama into narrative text instruction not only supports the implementation of Chinese language core literacy but also provides effective approaches to enhancing students’ overall language competence and cultural understanding.