话剧是我国的四大文体之一，它作为戏剧艺术的一个重要的类别，与文学有着紧密的联系。在部编版语文教材九年级下册中，第五单元是以话剧为核心内容的“活动·探究”单元，这是话剧这一体裁在小学至高中整套语文教材中首次出现在学生面前，但这一单元的教学现状却并不理想。基于教学中话剧单元常被忽视、常以分析小说文本的模式进行单篇精讲的授课情况和“活动·探究”单元自身整体性、综合性的特征，本文通过对话剧单元的单元整体教学方面进行探究，让话剧单元在展现其独特艺术魅力和文学价值的同时，更能让学生深入了解话剧这一文体并与其生活相接轨。

本文立足于单元整体教学的模式，以九年级下册教材中的话剧单元为研究对象，通过文献梳理和案例分析来了解话剧单元的教学现状，通过文本分析和话剧单元特点分析来选定教学内容，并结合单元整体教学的价值来设计相对应的教学策略，最后形成一个相对完整的话剧单元整体教学的教学设计。

本文正文前三章为研究内容部分，第四章为研究结论部分。其中第一章为对话剧单元的文本研读，首先明确课标中对话剧学习的要求，在此基础上对本单元的三个选篇内容进行文本分析并结合各自的特点及话剧的文体特征来确定每个选篇不同的教学价值。

第二章为对初中语文话剧单元的教学现状分析，通过对知网上本单元教学案例的研究成果进行分类统计，总结出话剧单元单篇精讲模式居多、忽视话剧自身特征、割裂单元任务、教师素养不足等问题，以此为立足点明确教学方向上的调整策略。

第三章是对话剧单元进行单元整体教学的分析，首先分析单元整体教学的特点与价值，基于此再明确话剧单元进行单元整体教学的意义，最后进行单元整体教学内容的选择与确定，为接下来的教学设计做铺垫。

第四章为对话剧单元整体教学的设计与实施，在确定教学目标、核心任务、教学资源和实施策略后，展现包含五个课段的教学内容总体设计方案，最后进行单元整体设计的总结与反思。

As an important category of dramatic art, drama is closely related to literature and is one of the four literary styles in China.The first time that the drama as a genre is shown to students, is in the second volume of the unified Chinese textbook for Grade 9, unit 5 in the “Activity & Inquiry”unit of drama. However, the teaching practices of this unit are not ideal.Unit based on the teaching of drama is often overlooked, often in novel text analysis model for a single earnestly teaching conditions and "activities, to explore the" integrity, comprehensive unit itself characteristic, this article,aims to explore the unit whole teaching practices for drama unites, and make drama units show its unique artistic and literature values, and allow students to better understand and connect this genre with life.

Based on unit teaching modality, this research audience for this essay, is the drama unit in the second volume of 9th grade textbook. Through paper research and case analysis, it allows people to understand the teaching practices of drama unit, select instructional content based on features of different units, and incorporate the value of the Unit whole teaching into the instructional strategies. Therefore the approaches help to create a relatively instructional design of the unit whole teaching of drama unit

The paper is includes four parts. The first part is the text study of the drama unit. The requirements for drama learning in the curriculum standard are clarified. On this basis, text analysis is carried out on the contents of the three selections in this unit and the teaching value of each selection is determined by combining their own characteristics and stylistic characteristics of drama.

The second part is the analysis about the current teaching practices  of junior middle school Chinese drama of unit teaching, Based on the classified statistics of the search results of teaching cases in this unit on CNKI, this paper summarizes the problems of single intensive teaching mode in drama unit, ignoring the characteristics of drama itself, cutting off unit tasks, and lack of teacher literacy, etc. On this basis, strategies are adjusted in this paper.

The third part analyzes the overall teaching of drama unit, It first analyzes the characteristics and value of the overall teaching of drama unit, then makes clear the significance of the overall teaching of drama unit ,based on this, and finally selects and determines the overall teaching content of the unit, paving the way for the following teaching design.

The fourth part is the design and implementation of the overall teaching of the drama unit. After determining the teaching objectives, core tasks, teaching resources and implementation strategies, the overall design of the teaching content including five sections is presented, and the overall design of the unit is summarized and reflected at last.