THE ROLE POSITIONING OF PRIMARY SCHOOL DRAMA TEACHERS FROM THE PERSPECTIVE OF CORE ARTISTIC LITERACY

Abstract

Under the practical background of teaching oriented towards core artistic literacy, the role positioning of primary school drama education urgently needs to be re-examined. Based on qualitative research methods, combined with case studies and field observations, this article deeply explores the role positioning and practical transformation of primary school drama teachers in interdisciplinary teaching. Research has found that primary school drama teachers are gradually taking on three key roles: the first is the "guide of aesthetics and imagination", stimulating students' creativity and aesthetic perception through interdisciplinary artistic expression; Second, they are "supporters of innovative practice", flexibly switching between collaboration, evaluation and guidance to meet the diverse development needs of students. The third is "the trigger for critical thinking", which uses tense conflict situations to guide students to make value judgments and engage in social participation. Meanwhile, the research proposes four paths for the transformation of teachers' roles: from knowledge transmitters to learning guides, from controlling teachers to co-creative partners, from skills trainers to quality developers, and from professional art talents to interdisciplinary educators. The research conclusion has significant practical reference value for countries that are promoting core literacy education