Proceedings of the 8th International Conference on Education, Management, Information and Management Society (EMIM 2018)

New Views on Legends’ Teaching in Ming and Qing Dynasties

Authors
Lin Sun
Corresponding Author
Lin Sun
Available Online August 2018.
DOI
https://doi.org/10.2991/emim-18.2018.151How to use a DOI?
Keywords
Legends of Ming and Qing Dynasties; Teaching Mode; Acceptance Mode
Abstract
The Ming and Qing dynasties were an important stage in the development of traditional Chinese opera. The teaching process is more traditional and lacks innovation, so students' enthusiasm for learning is not high. The learning method is relatively simple, and student participation is not enough. This is because the problems reflected in the legends of the Ming and Qing dynasties are different from those in today’s society. In addition, after the development of Chinese traditional drama into the modern society, there is a situation that the entire society has ignored the traditional theatrical performances due to the obsolete performance model and content. To solve these problems, the author explores the new methods of legendary teaching in the Ming and Qing Dynasties from the aspects of enhancing the enthusiasm of the students' role participation and viewing the experiential acceptance. Although these attempts were influenced by the number of hours and the syllabus, they were also useful attempts for traditional drama teaching.
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Proceedings
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
August 2018
ISBN
978-94-6252-546-7
ISSN
2352-5398
DOI
https://doi.org/10.2991/emim-18.2018.151How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Lin Sun
PY  - 2018/08
DA  - 2018/08
TI  - New Views on Legends’ Teaching in Ming and Qing Dynasties
PB  - Atlantis Press
SP  - 746
EP  - 750
SN  - 2352-5398
UR  - https://doi.org/10.2991/emim-18.2018.151
DO  - https://doi.org/10.2991/emim-18.2018.151
ID  - Sun2018/08
ER  -