传媒专业微电影创作实践教学研究——基于“师生共同体”的教育理念
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摘要
微电影创作是大学传媒专业的重要实践课程之一,这个课程考察了学生的创造力、技术能力和团队合作能力等。但是,由于专业知识薄弱,技术经验缺乏等种种原因,学生作品往往会出现题材狭窄、内容单一、制作粗糙等问题,因此,在相关的实践教学中,教师的指导非常重要。本文基于"师生共同体"的理念,将指导分为三个阶段,即前期、中期、后期,分析高校教师在指导微电影创作教学中的方法,指出过多的干涉会影响和阻碍学生的想象力,而引导、鼓励、纠正与发现,与学生共同学习、共同创作、共同分享是指导的有效方法。并由此进一步建立"以人为本""以学生为主体""个性化教育"的教学理念,实施互助、互利、共同学习、共同创作的课程体系。
Short film creation is one of the important practical courses for media majors in university. This course examines students' creativity,skills and teamwork. But due to weak know how and lack of technical skills, the students' works display certain flaws. More often than not, their films are crudely made with narrow themes and simple contents. That's why teacher's guidance is so important for this course. This article divides teachers' guidance into three stages according to idea of "community of teachers and students",namely early, middle and late stage. It analyzes teachers' guiding methods in short film creation,and points out that excessive interference will hinder the student's imagination. Instead, guiding, encouraging, correcting, discovering, and learn, create and share with the students should be the right approach. It concluded that the teachers need to adopt a "people-oriented", "student-focused" "personalized education" philosophy, and implement the curriculum system of mutual assistance, mutual benefit, mutual learning and mutual creation.
Short film creation is one of the important practical courses for media majors in university. This course examines students' creativity,skills and teamwork. But due to weak know how and lack of technical skills, the students' works display certain flaws. More often than not, their films are crudely made with narrow themes and simple contents. That's why teacher's guidance is so important for this course. This article divides teachers' guidance into three stages according to idea of "community of teachers and students",namely early, middle and late stage. It analyzes teachers' guiding methods in short film creation,and points out that excessive interference will hinder the student's imagination. Instead, guiding, encouraging, correcting, discovering, and learn, create and share with the students should be the right approach. It concluded that the teachers need to adopt a "people-oriented", "student-focused" "personalized education" philosophy, and implement the curriculum system of mutual assistance, mutual benefit, mutual learning and mutual creation.
引文
(1)曾小丽.批判与超越:教师共同体概念的再探析——-基于生态哲学的视角[J].当代教育科学,2016(02):34-37.
(2)[德]卡尔·雅斯贝尔斯.大学之理念[M].邱立波译.上海:上海人民出版社,2007:19.
(3)张岂之,谢阳举.西方近现代大学理念评析[J].高等教育研究,2003(04):1-8.
(4)[德]卡尔·雅斯贝尔斯.什么是教育[M].邹进译.北京:三联书店,1991:8.
(5)[德]卡尔·雅斯贝尔斯.大学之理念[M].邱立波译.上海:上海人民出版社,2007:20.
(2)[德]卡尔·雅斯贝尔斯.大学之理念[M].邱立波译.上海:上海人民出版社,2007:19.
(3)张岂之,谢阳举.西方近现代大学理念评析[J].高等教育研究,2003(04):1-8.
(4)[德]卡尔·雅斯贝尔斯.什么是教育[M].邹进译.北京:三联书店,1991:8.
(5)[德]卡尔·雅斯贝尔斯.大学之理念[M].邱立波译.上海:上海人民出版社,2007:20.