符号互动理论对教育戏剧育人的作用

The Effect of Symbolic Interaction Theory on Educational Drama

符号互动理论集大成者米德在承续“社会行动理论”“多元自我”“境中我”等思想基础上,形成完整的剖析“自我与社会”关系的符号互动理论。当将研究聚焦于教育戏剧中的“自我与社会”时,符号互动理论作为一种分析框架,为探究教育戏剧中“自我与社会”这一核心问题提供新的研究视域。教育戏剧作为一种融合象征性符号、语言性符号、动作性符号的教育方法,能从关系性、社会性、模仿性三个维度培养和提升个体自我的社会性认知、社会性人格和社会性行动。

Mead, the master of symbolic interaction theory, has formed a complete symbolic interaction theory to analyze the relationship between “self and society” on the basis of inheriting “social action theory”, “multiple self”, “environment self” and other thoughts. When the research focuses on “self and society” in educational drama, the symbolic interaction theory, as an analytical framework, creates a new research horizon for exploring the core issue of “self and society” in educational drama. As an educational method integrating symbolic signs, linguistic signs and action signs, educational drama can cultivate and improve individual’s social cognition, social personality and social action from three dimensions of relationship, sociality and imitation.