Abstract
In a multicultural context, drama education, as a distinctive pedagogical paradigm, facilitates the achievement of educational objectives effectively. Compared to traditional classrooms, student-centered instruction based on self-determination theory places greater emphasis on nurturing students' intrinsic motivation for learning. This article uses the high school Chinese literature text "Hamlet" as a case study, applying the perspectives of autonomy, competence, and relatedness—the three psychological needs of self-determination theory—to various aspects of practical teaching. This approach constructs a framework for multicultural drama education.
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