AP32 Zhao

The role of drama in Chinese fundamental education has been increasingly emphasized in recent years. This review aims to provide a comprehensive overview of research on the integration of drama in Chinese primary schools. Following Arksey and O’Malley’s methodological framework of scoping review, 1577 relevant articles were found from 6 bibliographic databases (CNKI , ERIC, Education Source, Web of Science Core Collection, ProQuest and Psycinfo) and 8 key journals. After screening using the criteria, a total of 649 articles were included. Literature was reviewed and analyzed using generated themes. This review (a) documented the size, growth trajectory, and geographic distribution of research on drama in Chinese primary schools; (b) classified the forms of integrating drama in primary schools into four main categories; (c) synthesized the outcoms and challenges of this integration; (d) discussed the limitations of included articles and this review. Implications for future practice and research were discussed.