Theoretical Paradigm Shift and Model Construction: Integrating Educational Drama with Social-Emotional Learning
Abstract
elucidate an intrinsic theoretical model for how educational drama acts upon SEL, proposing that it achieves this goal through a coherent
three-layer endogenous mechanism: "emotional embodiment, " "cognitive reflection, " and "social interaction." Specifically, at the emotional embodiment layer, dramatic role-playing creates a safe "simulation interface, " enabling learners to engage in experiential learning
of emotion recognition and management through physical actions and sensory investment. At the cognitive reflection layer, the moral dilemmas and social conflict situations constructed by drama compel learners to pause action, engage in metacognition and critical thinking,
thereby exercising their ability to analyze motivations, anticipate consequences, and make responsible decisions in complex situations. At
the social interaction layer, the collective creative nature of drama necessitates ongoing negotiation, active listening, and collaboration,
providing learners with a direct "rehearsal ground" to practice interpersonal skills and resolve social conflicts within dynamic relationships. Research indicates that this mechanism signifies a fundamental shift in teaching paradigm: from external value indoctrination to the
endogenous cultivation of social-emotional abilities through embodied experience and empathetic imagination. This study theoretically
clarifies the pathway for integrating educational drama with SEL, provides an analytical framework for related curriculum design and effectiveness evaluation, and offers theoretical prospects for future developments in teacher training, interdisciplinary integration, and longitudinal empirical research.
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DOI: http://dx.doi.org/10.70711/rcha.v3i12.8618
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