Drama is an art in which actors directly face the audience and perform things that can arouse the aesthetic feeling of drama. As an art form, whether it is the reading of a script or the performance of a drama, the appreciator enters the artistic world created by the author, feels the poetic description of truth, goodness and beauty and the exposure of falsehood and ugliness by the author, and arouses people's profound psychological experience. Whether it is tears, meditation, sadness, anger, joy, laughter or even disgust and hatred, it is emotional touch and infection. The unity of content and form of drama works has enabled us to enter a realm of artistic enjoyment. The aesthetic enjoyment provided by this kind of drama is the aesthetic attribute of the drama art itself. As belinsky, a Russian critic, said, "Drama can give us a strong feeling and refresh our hearts withered and moldy by boring life, because drama can make our hardened blood boil with unparalleled great sadness and joy, thus opening a brand-new and infinitely wonderful world of desire and life before us."

In the past, drama teaching in colleges and universities was often based on the playwright's life, creative background, theme, artistic characteristics and other teaching procedures, which basically belonged to script analysis, while ignoring the artistic characteristics of drama as a "play" and its unique teaching rules that should be different from other art forms. The Catalogue and Introduction of Undergraduate Majors in Colleges and Universities by the Ministry of Education points out that the training goal of drama, film and television literature specialty is to "cultivate senior professionals who have the basic theory and script creation ability of drama, opera and film and television literature, can engage in writing creation, editing and theoretical research in theaters (troupes) or TV stations, film factories, editorial departments and other departments, and can engage in practical work in state organs and cultural and educational institutions." Therefore, as art students, students majoring in drama, film and television literature should not only have solid professional theoretical knowledge, but also have the ability to create plays, movies, TV scripts and related words, and have the basic ability to appreciate literature and art. Therefore, the cultivation of aesthetic quality is indispensable. How to carry out the professional training goal in the teaching of Chinese and foreign classic drama courses and improve the aesthetic quality of students' drama is a problem worthy of discussion. So in one year's teaching, we made many attempts.

First, select the script and read it deeply. Script is a literary genre, which takes characters' lines as a means to reflect contradictions and conflicts. In the specific drama teaching, although different works have different styles, the aesthetic feelings of the audience and readers are also very different. For example, in Poetics, Aristotle thinks that the aesthetic effect of tragedy is pity and terror; As for comedy, Schiller thinks that it can make us achieve "spiritual freedom", while Hegel further explains that the spiritual freedom embodied in comedy is "a world of happy mood in terms of theme"; The play has no strong tragicomedy color, but it has the seriousness of neither happiness nor sadness. How to mobilize students' aesthetic perception in drama teaching, deepen students' aesthetic experience and realize spiritual sublimation in the learning process? This requires teachers to fully mobilize various means in teaching activities, and inspire and guide students to integrate into the drama situation by carefully selecting scripts, reading aloud by different roles, classroom teaching, group rehearsal, etc., thus thinking about the world and life in a higher sense.

When choosing a topic, we should give consideration to Chinese and foreign ancient and modern dramas as much as possible, so that students can fully understand the classic works in different regions, different periods and different styles in the history of drama, gain different aesthetic experiences, and gradually improve their aesthetic quality after accumulating certain aesthetic experiences. Because of the taste of works of art, people's aesthetic feelings are different. Excellent works can make people feel happy, free and alert, while poor works may make viewers feel aesthetic inertia. In the course teaching, 39 students majoring in drama, film and television literature are familiar with the articles involved in the course, recognized in the history of literature, reached a high level in art and ideological connotation, and can be understood, accepted and loved by students, such as Shakespeare's famous plays Hamlet and Romeo and Juliet; The ancient Greek tragedy King Oedipus; China's modern drama Thunderstorm, as the teaching content, requires students to read every work. Through reading, students can first have an overall understanding of the thoughts and feelings of the works, a general understanding of the characters' personalities and a preliminary grasp of the drama conflicts. Moreover, in the process of reading, students can also think independently on the basis of being familiar with the works and form their own preliminary views on the theme, feelings and fate of the characters.

Second, read the discussion aloud and guide the students to think positively. In the teaching process, students should set corresponding questions according to the course content on the premise of intensive reading of works. The examination questions should not only arouse students' deep thinking about the drama works they have learned, but also guide students to establish a positive world outlook, outlook on life and values. For example, in the study of the drama King Oedipus, students are guided to think about the relationship between man and fate, in the study of The Merchant of Venice, the relationship between man and money, and in the study of A Doll's House, what should happen after Nora leaves? "What kind of values should modern women establish?" Wait a minute. Organize discussion around the problem, classify the students' discussion results, integrate similar opinions and divide them into several groups, debate among the groups, and finally form a written record and summarize the debate results.

Every drama, whether tragedy, comedy or drama, creates an artistic world that can always infect and impress readers or audiences emotionally and psychologically. Therefore, when analyzing and appreciating works in teaching, teachers should not only expound their sociological, historical, political and philosophical values, but also pay attention to convey their aesthetic values, so as to guide students into an emotional artistic conception and gain full emotional experience. For example, in Romeo and Juliet, through the analysis of Romeo and Juliet's persistent pursuit of love, students can realize the appeal of pure love and maintain the loftiness of love with their lives, and at the same time have emotional experiences such as disgust and anger over the social history and human causes that caused the tragedy. Role-based reading can not only help students figure out and experience the emotions and psychology of characters when reading lines, but also arouse students' enthusiasm and stimulate their sense of participation. Choose a drama segment, such as a balcony date in Romeo and Juliet, and arrange reading tasks. Random roll call in class allows students to integrate into role reading. In the process of reading, students can further experience the emotional world of the role, deepen their grasp of the role while being familiar with and trying to figure out the lines, and also test their understanding of the drama content. In this process, the teacher pays attention to selecting students who have an accurate grasp of the role and express their lines well, so as to prepare for the next drama performance. Third, rehearse in groups to promote teaching with performance. Instruct students to rehearse drama according to students' reading works of different roles and teachers' classroom teaching. First of all, the repertoire is determined in the works that have been studied. Educator ushinski said: "Without any interest, forced learning will stifle students' intention to master knowledge. "So when choosing a play, we should solicit students' opinions and make a final discussion and decision based on their preferences and interests. This ensures that students can be proactive and maintain a high degree of enthusiasm in the future rehearsal process. In this teaching session, the teacher only guides the students to pay attention to the selection of drama fragments with strong drama, full characters and easy performance. Finally, the students discussed and decided to rehearse a scene in The Merchant of Venice, that is, the "one pound of meat" part. Secondly, 39 people in the class are divided into two groups, and the group leader is democratically elected, and the group leader organizes members to select directors and actors. Students take the initiative to register and publicly explain their personal understanding of the script and the role, and how to guide the table. Finally, they are selected in the form of group discussion. Thirdly, due to the limited conditions, students can't go to the theater to watch and study in person, so multimedia teaching is used to play drama performance videos during self-study time, so that students can learn while watching and guide them to discuss in depth how to grasp the role in the performance. In drama performance, the basic task of the actor's performance is to shape the role, and in the process of shaping the role, the actor must experience the specific life situation and emotional psychology of the role, and express it through emotional lines and appropriate actions. Fourth, group rehearsals and actual performances. The two groups of students rehearsed in the class respectively, and the teacher and other students evaluated the performance, and the winning group was judged in the two groups. Because team members share different tasks, they will get extra points as encouragement in their usual performance appraisal. After students rehearse in groups, organize students to perform for teachers and students of their major or college. Before the performance, the teacher should guide the students to set the stage and help them choose the right music and what kind of lighting effects to use. The actual drama performance provides a platform for students to express themselves and experience the stage. In the state of students' full devotion, through stage practice, they can fully feel the complex emotions and life experience of the task, thus touching the rich inner world of the characters. In the whole process of drama performance, students are always active subjects, and teachers only guide, inspire and provide appropriate help.

Finally, after the students' drama performance, each student who participated in the performance wrote a short article of more than 1500 words, demanding to express his emotional and aesthetic experience in this teaching process. The rest of the students each write an article with the same number of words.

Drama appreciation is an aesthetic process. In the teaching exploration of the course, reading is the basis, reading is the promotion, performance is the deepening, and experience is the test. Through drama teaching, students are subtly cultivated and educated by truth, goodness and beauty, enrich aesthetic feelings, improve aesthetic quality, form a healthy and upward attitude towards life, and become contemporary college students with excellent IQ and EQ.