戏剧重塑德育课堂样态的理论阐释与实施路径——基于戈夫曼情境互动论

Theoretical Explanation of the Patterns and Implementation of Remodeling Moral Education Class with Drama:Based on Goffman's Situational Interaction Theory

戏剧是一种以语言对白和肢体动作为主要载体来展现矛盾与冲突的艺术形式。戏剧重塑德育课堂是教师将学生置于情境、冲突、体验和审思的课堂环境中,允许学生在课堂上结合自己以往的生活经验与当前的道德议题进行戏剧创作与表演。通过戏剧冲突的构建与戏剧矛盾的解决,教师为学生创设了一个基于道德问题的情境。戏剧重塑德育课堂样态改变了学生的道德学习环境,学生被视为课堂教学活动的核心参与者。学生通过深入理解角色的道德困境、演绎人物的道德成长历程,可以在积极参与和发展自我中主动建构道德认知。这有助于消除当前德育课堂的弊端,是落实“立德树人”教育根本任务的重要途径。在德育课堂中,戏剧所呈现的道德动机、行为及后果是对学生复杂道德生活的简化,有助于增强学生对个体道德生活复杂性的理解。此外,戏剧重塑德育课堂样态是建立在戈夫曼情境互动论“观察者-主体”模型和拟剧论的基础上的教学实践,通过围绕课堂场域中的人物展开互动关系,帮助学生实现戏剧情境与社会生活的双向渗透和双向思想交换,使得德育课堂呈现生动化、生活化、生命化的新样态,从而引领学生探寻人生的真谛。马克思主义文艺观中国化是戏剧重塑德育课堂样态的根本指导思想,戏剧与学生现实生活紧密相连是戏剧重塑德育课堂样态的基本遵循原则,戏剧与学校德育生态系统相融合是戏剧重塑德育课堂样态的实施路径。戏剧重塑德育课堂符合新课标倡导的情境学习理念,能增强学生辨别是非的能力以及树立正确的价值取向。

Drama is an art presenting contradictions and conflicts through verbal dialogues and body movements.Remodeling moral education classrooms with drama means placing students in a class of“situations,conflicts,experiences and reflections”,allowing students to create and perform drama scripts in combination with previous life experiences and current moral issues in the classroom.By constructing dramatic conflicts and resolving dramatic contradictions,a real moral problem situation is built for learners.Remodeling moral education class with drama has changed students'moral learning environment,where learners are regarded as core participants and are required to understand the moral dilemmas of characters,to perform the moral growth of figures,and actively to construct moral cognition in active participation and self-development.This helps to eliminate the separation of the current“intellectual moral education”from the“disembodied moral education”and is an important way to fulfill the fundamental task of“cultivating people with moral integrity”.In moral education classrooms,the moral motives,behaviors and their consequences presented in drama are simplified analogues of students'complex moral lives,which helps enhance students'understanding of the complexity of individual moral lives.In addition,remodeling moral education classrooms with drama is based on Goffman's“observer–subject”model of situational interaction theory and the theory of dramaturgy which center on the interaction of members in the classroom field and it realizes the two-way penetration and two-way exchange between students'dramatic situations and social life,presenting a new form of vividness,life-orientation,and vitality and therefore can lead students to explore the true meaning of life.Remodeling moral education classrooms with drama persists the Marxist view of literature and art in China as the fundamental guiding ideology,connects drama with students'real life as the basic principle,and accomplishes the compatibility between drama and the school moral education ecosystem as the implementation path.And it also conforms to the situational learning advocated by the new curriculum standards by enhancing students'ability to distinguish right from wrong to establish correct value orientations from an early age.