[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601305-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601305-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-use-of-drama-pedagogy-in-teaching-morality-in-a-chinese-primary-school","The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School","","The paper explores how drama pedagogy can support primary children’s moral growth within Chinese schooling. It argues that drama enables an ensemble-based, dialogic, and narrative approach that complements traditional didactic instruction. Using a case study in a Beijing public primary school, the study evaluates a drama workshop (“The Boat”) taught to 16 children on a voluntary basis, finding gains in empathy, dialogic thinking, and autonomous thinking.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-use-of-drama-pedagogy-in-teaching-morality-in-a-chinese-primary-school/601305/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-use-of-drama-pedagogy-in-teaching-morality-in-a-chinese-primary-school/601305.png","ImageObject",300,407,{"name":42,"@type":43},"hdkawk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the paper on drama pedagogy and moral education?","Question",{"text":63,"@type":64},"The paper aims to explore how drama pedagogy can contribute to primary children’s moral growth in the Chinese educational context, offering a dialogic and narrative alternative to didactic instruction.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted and what intervention was used?",{"text":68,"@type":64},"The study used a case study design and involved fieldwork in a public primary school in Beijing, where the drama workshop “The Boat” was taught to 16 children on a voluntary basis.",{"name":70,"@type":61,"acceptedAnswer":71},"What benefits of drama pedagogy are reported in the findings?",{"text":72,"@type":64},"Drama is shown, to some extent, to support children’s empathetic attitudes, dialogic thinking abilities, and autonomous thinking capacities.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601305,1792165137,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School  \nMengyu Feng (冯梦雨)  \nCapital Normal University  \nECNU Review of Education 2022, Vol. 5(2) 219–241 © The Author(s) 2022 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311221089674](DOI: 10.1177/20965311221089674)[ ](DOI: 10.1177/20965311221089674)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This paper aims to explore the potential of the drama pedagogy that may contribute to primary children’s moral growth in the Chinese educational context. It argues that drama may offer an ensemble-based, dialogic, and narrative pedagogy for teaching morality to complement the didactic traditional model.  \nDesign/Approach/Methods: The methodological approach is that of case study research, using different methods to assess the effects and effectiveness of the author’s teaching. The fieldwork was undertaken in a public primary school in Beijing, in which the drama workshop The Boat was taught to 16 children on a voluntary basis.  \nFindings: The study demonstrates that drama can be seen to some extent to assist pupils in aspects of their empathetic attitudes, dialogic thinking abilities, and autonomous thinking capacities. Originality/Value: The author hopes the study might stimulate more and deeper research in similar contexts and that this may further extend the understanding of Chinese teachers of this resourceful new pedagogy.  \nKeywords  \nChina, drama pedagogy, moral education, primary school education, story  \nDate received: 2 April 2021; revised: 8 July 2021; accepted: 10 November 2021  \nCorresponding author:  \nMengyu Feng, Center for Children’s Life and Moral Education, Capital Normal University, Beijing 100048, China. [Email: Mengyufeng@cnu.edu.cn](Email: Mengyufeng@cnu.edu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nSince 1978, the Chinese mainland has been undergoing rapid economic and social changes, and the traditional social system has been shaken; however, a new active society with associated values such as openness, dialogue, democracy, and pluralism is still forming in the process (Qi & Tang, 2004) . In such a social background, Qi and Tang (2004) believe that the politicized and authoritarian mode of teaching morality is no longer suitable for modern China. However, the fact is that moral education in schools cannot effectively help students develop ethical qualities such as freedom, self-development, and independence needed in the new era, and it has functional limitations when facing the various challenges of a transitional society. These challenges may include ethical conflicts between the past and the present, between the conservative and the radical, between local and global cultures, and so on. They go on to suggest that it is not beneficial for China to successfully transform into a mature society unless the school-based moral education faces these challenges actively, instead offollowing social changes in a passive way (Qi & Tang, 2004).  \nSimilarly, Li et al. (2004) hold the view that moral education as a taught course in primary schools has often been teacher-, textbook-, and class-centered, focusing on doctrine delivery from adults’ points of view and do not effectively take into account pupils’ physical and affective needs. Besides, Yang (2021) argues that political education and behavioral trai","cbCaiv0lI7XUTtl8","https://ap.wps.com/l/cbCaiv0lI7XUTtl8","pdf",629039,23,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Keywords\n# Background and Rationale\n## Traditional moral education challenges\n## Proposed role of drama pedagogy\n## Research gap and aim","[{\"question\":\"What is the purpose of the paper on drama pedagogy and moral education?\",\"answer\":\"The paper aims to explore how drama pedagogy can contribute to primary children’s moral growth in the Chinese educational context, offering a dialogic and narrative alternative to didactic instruction.\"},{\"question\":\"How was the study conducted and what intervention was used?\",\"answer\":\"The study used a case study design and involved fieldwork in a public primary school in Beijing, where the drama workshop “The Boat” was taught to 16 children on a voluntary basis.\"},{\"question\":\"What benefits of drama pedagogy are reported in the findings?\",\"answer\":\"Drama is shown, to some extent, to support children’s empathetic attitudes, dialogic thinking abilities, and autonomous thinking capacities.\"}]","The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School | PDF",1792092369,58]