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Conference Paper: Texts, Inner Worlds, and Characters: Connecting Reading and Writing with the Use of Drama in Education
Title | Texts, Inner Worlds, and Characters: Connecting Reading and Writing with the Use of Drama in Education 文本、內心、角色的互動:戲劇帶動.讀寫結合 |
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Authors | |
Issue Date | 2019 |
Publisher | HKEd City. |
Citation | Learning and Teaching Expo 2019, Hong Kong, 9-11 December 2019 How to Cite? |
Abstract | Traditional reading pedagogies are largely text-based and author-based approaches emphasising the instrumentality of Chinese language teaching. In recent years, the teaching of reading has shifted from the traditional approaches to an interactive model. Combined with the Situational Model and the Reader-Response Theory, it has been favoured for the potential to strengthen the student-text connection while instilling humanity into Chinese language learning. It is for such reasons that many teachers choose to adopt the Drama in Education pedagogy in their classrooms. The speaker collaborated with local schools to examine the role of Drama in Education in enhancing the teaching and learning of reading. The findings revealed that this pedagogy easily engaged students in reading (Reader-Response Theory) and helped them enter the inner worlds of the characters (Situational Model), leading to deep reading comprehension and enhancement of moral awareness and affection. Furthermore, Drama in Education was also found to have enhanced the teaching of the reading-writing connection, evidenced by the enriched students’ oral reports and writings whereby abilities and attitudes needed to become independent learners were developed. In this talk, the speaker will introduce some simple and easy-to-follow drama activities for the Chinese language classroom. |
Persistent Identifier | http://hdl.handle.net/10722/310185 |
DC Field | Value | Language |
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dc.contributor.author | Loh, EKY | - |
dc.date.accessioned | 2022-01-24T06:22:07Z | - |
dc.date.available | 2022-01-24T06:22:07Z | - |
dc.date.issued | 2019 | - |
dc.identifier.citation | Learning and Teaching Expo 2019, Hong Kong, 9-11 December 2019 | - |
dc.identifier.uri | http://hdl.handle.net/10722/310185 | - |
dc.description.abstract | Traditional reading pedagogies are largely text-based and author-based approaches emphasising the instrumentality of Chinese language teaching. In recent years, the teaching of reading has shifted from the traditional approaches to an interactive model. Combined with the Situational Model and the Reader-Response Theory, it has been favoured for the potential to strengthen the student-text connection while instilling humanity into Chinese language learning. It is for such reasons that many teachers choose to adopt the Drama in Education pedagogy in their classrooms. The speaker collaborated with local schools to examine the role of Drama in Education in enhancing the teaching and learning of reading. The findings revealed that this pedagogy easily engaged students in reading (Reader-Response Theory) and helped them enter the inner worlds of the characters (Situational Model), leading to deep reading comprehension and enhancement of moral awareness and affection. Furthermore, Drama in Education was also found to have enhanced the teaching of the reading-writing connection, evidenced by the enriched students’ oral reports and writings whereby abilities and attitudes needed to become independent learners were developed. In this talk, the speaker will introduce some simple and easy-to-follow drama activities for the Chinese language classroom. | - |
dc.language | eng | - |
dc.publisher | HKEd City. | - |
dc.relation.ispartof | Learning and Teaching Expo 2019 | - |
dc.relation.ispartof | 學與教博覽2019 | - |
dc.title | Texts, Inner Worlds, and Characters: Connecting Reading and Writing with the Use of Drama in Education | - |
dc.title | 文本、內心、角色的互動:戲劇帶動.讀寫結合 | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Loh, EKY: ekyloh@hku.hk | - |
dc.identifier.authority | Loh, EKY=rp01361 | - |
dc.identifier.hkuros | 314810 | - |
dc.publisher.place | Hong Kong | - |