The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School

Purpose This paper aims to explore the potential of drama pedagogy that may contribute primary children's moral growth in Chinese educational context. It argues offer an ensemble-based, dialogic, and narrative for teaching morality complement didactic traditional model. Design/Approach/Methods The methodological approach is case study research, using different methods assess effects effectiveness author's teaching. fieldwork was undertaken a public school Beijing, which workshop Boat taught 16 children on voluntary basis. Findings demonstrates can be seen some extent assist pupils aspects their empathetic attitudes, dialogic thinking abilities, autonomous capacities. Originality/Value author hopes might stimulate more deeper research similar contexts this further extend understanding teachers resourceful new pedagogy.