创造性戏剧是指在自然、安全、开放的氛围下，教师引导学生通过参与即兴角色表演探索与他们学习和生活密切关联的周围世界的教学方法，目的是促进学生的认知、语言、情感以及个性和社会性发展。 本文研究者作为一名实习教师，同时是教育戏剧教学新手教师，采用“计划—实施—反思—调整”的行动研究范式，尝试在小学一年级的一个班级中开展创造性戏剧活动，并对活动设计与实施中过程中存在的问题进行分析、改进教学设计与实施策略，逐步形成了一套 6 次的小学一年级创造性戏剧活动。 该系列活动共计 6 次，每次 40 分钟，全班 34 名学生共同参与。 活动目标是运用创造性戏剧培养小学一年级学生的规则意识。 活动设计步骤包括：（1）确定活动主题。（2）明确活动目标。（3）选择活动内容。（4）设计戏剧框架。（5）设计活动流程。（6）选择教学策略。 活动内容主题分别为：《神奇的隐形球》、《大卫，不可以》、《和花仙子一起去游河》、《不会写字的狮子》、《图书馆里的狮子》、《迟到的理由》。 教学活动结构为：“暖身活动”、“情境导入”、“主题故事”、“情节创编”、“分享与交流”五个环节。 戏剧教学策略包括：“教师入戏”、“专家的外衣”、“替换角色”、“心底话”等。 研究发现，在活动设计方面，通过暖身游戏、创设情境、角色扮演、交流分享等方式能够增加学生的参演意愿，加深学生对角色的理解与认同。在活动实施方面，作为一名新手教师，研究者遇到了组织管理的困境，通过建立学习契约等方式，能够保证活动有序地开展。 以遵守学校规则为主题的创造性戏剧活动有利于增强小学一年级学生的参与积极性、自我反思与自我察觉能力；加深学生对于学校规则的理解与认知；并且对于改善学生的行为具有一定的积极作用。本研究还针对活动设计与实施中遇到的问题，从教师、学校、教育政策三个方面给出了建议。

Creative drama refers to students' thinking about the surrounding world through warm-up activities, rhythm, improvisation under the guidance of teachers in an open and natural atmosphere, so as to develop students' cognitive, linguistic, emotional and social drama activities. Researcher adopt the action paradigm of “plan--implementation--reflection--adjustment”.In the early stage, researchers discuss and select drama games, stories and teaching strategies suitable for first grade students in primary school. After the activity, researcher fully absorb suggestions through communication with teachers in experimental class, and adjust creative dramatic activities. This series of drama activities totals 6 times, each time 40 minutes, the whole class of the first grade participated. The goal of the creative drama activity is to cultivate the rule consciousness of the first grade students in primary school. Activity design steps include: Determining the theme of the activity; Define the goal of the activities; Choosing the activity content; Design dramatic framework; Design activity process. ; Choosing teaching strategies. The activity process includes five parts: warm-up activity, situational introduction, theme story, plot creation, sharing and communication. Dramatic strategies include “teacher-in-role”, “the mentle of expert”, “metamorphosis”, “alter-ego” and so on. The results show that creative drama activities are helpful to enhance the participation enthusiasm, self-reflection and self-perception of first grade students. Meanwhile it is a good way to deepen students' understanding of social rules and to improve students' behavior. In view of the problems of classroom management in the implementation process, the researcher gives suggestions from three aspects: teachers, schools and educational policies.