과정드라마(Process Drama)를 활용한 초등영어 교육방안

Abstract

Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.