During our regular literature and drama unit lessons, our teachers organise students to engage in collaborative exploration and investigation of the work's background, guided by thought-provoking questions. Students combine personal feelings from their reading experiences, and teachers and students explore the text together. Building upon this background exploration, the teacher leads students towards deep and attentive reading to overcome any difficulties encountered. Group collaboration culminates in script adaptation and performance. Following the performance, students reflect and summarise based on feedback from the teacher and peers.

在常规的文学和戏剧单元课上，教师会组织学生在发人深省主题的引导下，对作品的背景进行合作探索和研究，学生们再结合自己的阅读体验和个人感受，与教师一起探究文本内容。在背景探究的基础上，教师引导学生进行深入、专注的阅读，克服遇到的困难（如需要更深入理解的地方）。随后，学生根据所学进行团队合作，共同改编剧本，并完成剧情演绎，并在表演结束后，根据教师和同伴的反馈进行反思与总结。

When drama is employed as an assessment method, it allows for diverse evaluations, extending beyond mere paper-based test questions and answers. Some teachers task students with collectively adapting and performing a script, enabling students to allocate roles and coordinate the cooperation of various departments. This process not only consolidates knowledge but also significantly enhances students' collaborative and communication skills. 

戏剧的评估方法其实多种多样，不仅仅是基于纸质的测试和答题。教师让学生集体改编和表演剧本，让学生分配角色，协调各部门合作的过程，不仅能够帮助他们巩固知识，还可以大大提高学生的协作和沟通能力。 

And, from a drama teaching perspective, we also encourage drama teachers and educators from other disciplines to incorporate this dynamic subject into their teaching. Through ongoing research on teaching content, we aim to explore new possibilities, ignite students' enthusiasm for learning, and provide diverse experiential learning opportunities. 

从戏剧教学的角度来看，我们也鼓励其他学科的戏剧教师和教育工作者将这一充满活力的科目融入到他们的教学中。学校通过对教学内容的持续研究，不断探索新的教学方式，并提供更多样的体验式学习机会，更进一步提升学生对中国文学的学习热情。