数字媒体艺术专业(影视方向)本科人才培养的路径创新外文翻译资料

 2022-08-21 11:08

Digital media arts (film) of undergraduate talent training innovation path

The classroom is a major ground relief. Teaching is exchanges and dialogue; Burden is efficiency and improve; Effective is to ascend, is the development; At the end of the day, during the quality is the key to effective teaching efficiency. And interactive teaching is one of the effective teaching way.

A: two case

Such as: 'of the' neuromodulation and humoral regulation characteristic of the knowledge points, mainly to let the students can understand the textbook on such a list (table).To understand this table is the key point of this lesson, let the students grasp the method of this table also has a lot of.

Case 1: the vast majority of teachers can adopt the following this guide - teaching method (other teachers) :In front of the teacher ask: we learned what unconditioned reflex?

S: patellar reflex, retreating from reflection, and so on.

T ask: we take reflection backed down, for instance, from hand touched the needle to come back, fast?

S: fast.

T ask: scope is local or systemic?

S: local.

T ask: role for a short time?

A: is.

Teacher asks: what is the reflection of backed down?

S: reflex arc.

T summary: yes, I believe you hand reflected the example should have the several characteristics of neuromodulation summed up. And humoral regulation this way several characteristics in addition to its role is to rely on fluid transportation, other several features of the reverse and neuromodulation. Here give you a few minutes to put this form memorization.

This method has its merit, the student feedback effect is very good also.

But why not let the students learning initiative a bit? Why not let the students learn easy, happy a little? Why not let the students experience knowledge in communication, interaction and mutual communication?

Case 2: interactive teaching activity (I class) :

T: please read a book on this form and understand the contents of the table carefully, if you are a teacher, can you give some examples to help other students understand this form? Can discuss, also can think independently.(the students some in the discussion, some thinking)

T: who is willing to take the initiative to answer the question.

A: I born, for example, reflection, backed down when we hand touching the fire will soon put his hand back, can explain neuromodulation reaction speed is fast, time is very short .And back to just hand, explain the scope of neuromodulation is accurate, is limited.

T: the view that the student? Dont agree with, can say the reason can also be added.

B: I think you can also give examples of classification regulation of thyroid hormones. When we are cold stimulation, the first to stimulate hypothalamus secretes thyrotropin releasing hormone, the role of thyroid hormone is the body tissue cells of the body of the target cell, range is very wide. Hormones from produce to secrete out time, and then transported to working part time. Neuromodulation is only after the synapse is a bit slow, neuromodulation is simple, general after a link is less than hormonal regulation.

C: I think what he said is a little wrong, cannot say neuromodulation than simple hormonal regulation, some neuromodulation are very complicated.

T agree.

D: than directly from the role of thyroid hormone. Thyroid hormone can promote the growth of young animals, explain the role of long, slow speed, wide range.

E: when we strenuous exercise, CO2 stimulation of breathing exercises to deepen speed can also explain a few characteristics of humoral regulation.

T: (try to praise the students) everyone said is very good, this not only shows that you already understand this form, but also shows you to learn in front of the nerve regulation and hormone regulation has a high 'attainments'.(students face a satisfied smile)

B :Case analysis

Before and after the two methods is one of the most essential difference: the case of a example is teachers supplement, is a teacher carefully preset, teachers are the main body of classroom teaching. And the example in the second case is a student in combination with the existing knowledge to come out and say it out, after is dynamically generated, students are the main body of classroom teaching, student is the master of learning. Students and students, students and teachers in the mutual exchange, mutual communication, mutual inspiration, mutual complement of the knowledge, experience knowledge. In this process, teachers and students to share each others thinking, experience and knowledge, and exchange each others feelings, experience and ideas, enrich teaching content, obtained the new findings, so as to achieve consensus, share, and to realize teaching is learning and common development.

What is lighter and reduce? 'Burden' !Modest is the power, excessive burden; Spontaneous is to enjoy, passive burden ;Is useful is a treasure, a useless burden. The classroom teaching students? Teachers to teach students is a burden, students learn to also learn cant teachers in teaching is also a burden. Case one teacher, whether or not students, beard plait years, students will not, teach together, is a burden to the students.

Often heard a teacher say: 'one thousand students say not to come out? 'One student said not to come out, and the other students? All the students are said not to come out, and the teacher? Teachers and students all say not to come out, there are other teachers, experts? The teacher carefully default when work? The teacher in class to illustrate the examples when take out? At the time of the class will not! At the time of the whole class students enthusiasm look forward to! Dont worry about students can not say it, dont worry about the students make a mistake, dont wo

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数字媒体艺术专业(影视方向)本科人才培养的路径创新

课堂是减负的的主阵地。教学就是交往,就是对话;减负就是增效,就是提升;有效就是提升,就是发展;归根结底,减负增效提质的关键在于有效教学。而互动教学就是有效教学的途径之一。
  一:两个案例
  如:“神经调节和体液调节特点的比较”这个知识点,主要让学生能理解课本上这样一张表(表略)。
  理解这张表是本节课的重点,让学生把握这张表的方法也有很多。
  案例一:绝大多数老师会采用下列这种引导-讲授法(其它老师课的实录):
  师问:前面我们学到过哪些非条件反射?
  生答:膝跳反射、缩手反射等等。
  师问:我们就拿缩手反射来说吧,从手碰到针到缩回来,速度快吗?
  生答:快。
  师问:作用范围是局部还是全身?
  生答:局部。
  师问:作用时间是不是很短?
  生答:是。
  师问:那缩手反射的基础是什么?
  生答:反射弧。
  师总结:对,相信大家结合缩手反射这个例子应该可以把神经调节的几个特点总结出来了。而体液调节的这几个特点除了其作用途径是靠体液运输之外,其它的几个特点正好与神经调节相反。下面给大家几分钟时间把这张表格识记一下。
  这种方法有它的可取之处,学生的反馈效果也很好。
  但是为什么不让学生学的主动一点?为什么不让学生学的轻松一点,快乐一点呢?为什么不让学生在交往、互动、相互交流中体验知识呢?
  案例二:互动教学法(本人上课时的实录):
  师:请大家看书上这张表格,仔细体会表格中的内容,如果你是老师,你能不能举出一些例子帮助其他同学弄懂这张表格?可以分小组讨论,也可以独立思考。
  (学生们有的在讨论,有的在思考)
  师:有没有谁愿意主动回答这个问题。
  生甲:我举个例子,缩手反射,当我们手碰到火时很快会把手缩回来,可以说明神经调节的反应速度是很快的,时间是很短暂的。而且缩回来的只是手,说明神经调节的作用范围是准确,比较局限的。
  师:认同这位同学的观点吗?不赞同的,可以说出理由也可以补充。
  生乙:我觉得还可以举甲状腺激素分级调节的例子。当我们受到寒冷刺激时,首先刺激下丘脑分泌产生促甲状腺激素释放激素——甲状腺激素作用的靶细胞是机体全身的组织细胞,范围很广。激素从产生到分泌出去要时间,再运输到作用部位也要时间。神经调节就只有在经过突触时有点慢,神经调节简单,总体经过环节比激素调节要少。
  生丙:我觉的他说的有一点不对,不能说神经调节比激素调节简单,有的神经调节很复杂的。
  师表示赞同。
  生丁:不如干脆直接从甲状腺激素的作用来说了。甲状腺激素可以促进幼小动物的发育,说明其作用的时间长,速度慢,范围广。
  生戊:当我们剧烈运动时,产生的CO2刺激呼吸运动加深加快也可以说明体液调节的几个特点。
  师:(趁势表扬了学生)大家都说的很好,这不但说明你们已经理解了这张表格,而且还说明你们对前面学的神经调节和激素调节已经有很高的“造诣”了。
  (学生的脸上露出了满足的笑容)
  二、案例分析
  前后两种方法有一个最本质的区别:案例一中的例子是教师补充的,是教师精心预设的,教师是课堂教学的主体。而案例二中的例子是学生结合已有的知识想出来后、说出来的,是动态生成的,学生是课堂教学的主体,学生是学习的主人。 学生和学生,学生和老师在相互交流、相互沟通、相互启发、相互补充中获得了知识、体验了知识。在这个过程中,教师与学生分享彼此的思考、经验和知识,交流彼此的情感、体验与观念,丰富教学内容,求得新的发现,从而达到共识、共享、共进,实现教学相长和共同发展。
  减负,减的是什么?“负担”!适度的是动力,过量的是负担;自发的是享受,被动的是负担;有用的是财富,无用的是负担。课堂教学生什么?学生会的教师再教就是负担,学生学也学不会教师还在教也是负担。案例一中教师不管学生会不会,胡子辫子一把抓,学生会的不会的,一起教,对学生来说就是负担。
  经常听到有老师说:“万一学生说不出来怎么办?”一个学生说不出来,还有其他的学生呢?所有的学生都说不出来,还有教师呢?教师和学生都说不出来,还有其他教师、专家呢?教师课前精心的预设在什么时候起作用?教师上课准备例举那些例子在什么时候拿出来?在全班学生都不会的时候!在全班学生都热情期待的时候!千万不要担心学生说不出来,不要担心学生出错,更不要因为担心学生说不出,说错了,乱说而自己说,自己讲,那样的教学效果是暂时的,学生的思维都禁锢在教师的层层预设之中,学生思考解决问题的能力并没有得到提升。
  互动教学不是这么简单的举个例子就可以说明的。实际上这个例子只是反应了互动教学其中一种处理方法,一种理念。可能每一个教师按照我上面说的互动教学的两种形式去教同一个知识点,每一教师都会遇到不同的情形。就是同一个教师在讲同一个知识点,由于班级不同,他所遇到的情形也会不同。因为互动教学完全是跟着学生的学情动态生成的。这与教师的教学风格,教师的教学智慧,教师和学生之间潜移默化形成的默契,课堂和谐的氛围等等都有很大的联系。
  三、互动教学对教师的要求
  1.有丰富的学科知识、专业知识。教师必须要有足够的专业学科知识,才能应付互动教学中可能动态生成的各种可能,以不变应万变。
  2.教师要有教学智慧。教育智慧是一种及时捕捉学生的思维脉络,及时进行应变的智慧。教育智慧是随着教学情境的变化而变化的,没有固定的程式,课前是无法预设的,而且,教师的教学智慧是无处不在的,所以面对不同的学生,不同的问题要采用不同的教学策略。特别是对一些细节问题的处理,更能显现出教师的教育智慧,教师只有葆有一双慧眼和一颗慧心,随时根据动态生成的教学情境做出智慧的反应,才能使课堂焕发生命的光彩,彰显生命成长的价值。
  3.教师要做个引导者,面对灵动的课堂,教师不知道学生会举什么样的例子,能表达到什么程度。教师的责任就是围绕新课程标准,积极“引导”,艺术“客串”。当学生的思路狭窄时,教师要启发他们拓宽;当学生迷途时,教师要把他们引上正路,当学生无路可走时,教师要引导他们铺路架桥;当学生处在“山穷水尽疑无路”时,教师要引导他们步入“柳暗花明又一村”的佳境。
 在这个培养目标里面,涉及4个关键词:影视、数字媒体、技术、艺术。从学科角度看,本专业首先立足于影视,拓展于数字媒体,是影视专业在数字媒体方向的发展。从知识体系看,本专业应该在学习和掌握技术的基础上,进行艺术的创作和实践。由此,笔者以为新疆师范大学数字媒体艺术专业的课程体系构建的基本思路是:
  1)依据目前的校本实情,培养方向定位在影视方向,以后随着发展,可以逐步开拓别的方向,如网络传播方向、游戏动漫方向等;
  2)知识结构属于跨学科的该专业,涉及学科面大,相关课程多,而在目标定位明确之下,该课程设计以影视技术和艺术为主体,拓展与影视有关的新数字媒体、新数字传播等方面的课程;
  3)本着技术是创作的基础,艺术是技术的张扬的原则,将技术性课程作为本专业的主要课程,加强实践实习环节,提升艺术成果。
  四、数字媒体艺术专业(影视方向)的课程设计
  数字媒体艺术专业(影视方向)在教学计划内的课程设计关联因素很多,如公共基础课里面会有大学生素养类课程、传统文化类课程等,专业课程里面也会有影视技术类、艺术创作类、数字媒体传播类等方面课程,而且作为本科教学的四年计划,每门课程的开设学期和课时都互相影响。依据新疆师范大学教学实际和新疆区情,本文就新疆师范大学数字媒体艺术专业(影视方向)提出该专业课程体系中的课程设计:
  专业基础课:文学剧作、数字媒体艺术概论、传播学概论、网络基础及其应用、视听语言、影视鉴赏、摄影技艺、数字媒体技术概论、广告学概论。
  专业核心课:数字摄像、数字图形处理、大众传播与文化、数字短片创作、影视制作系统、计算机动画设计、数字影视特技、影视广告、影视节目编导、新传媒技术、纪录片创作、网站规划与设计、综艺晚会策划、电脑平面设计、数字音频技术。
  专业选修课:制片与项目管理、播音与主持、文化人类学、CG 艺术赏析、媒介营销与广告、数字技术前沿、作品创作实践、电视节目包装。
  这个设计有三个不变,一是保持原先的总学时、总学分和周学时数不变,二是保持通识教育课和博雅课程不变,三是原来的教学计划模块不变。保持了这三个不变,也就回避了学校教学改革和学校层面的教学设计,虽然仅针对专业课程进行设计对于本科生四年培养显得并不全面和科学,但这些的做法在实践中具有了较大的可行性。
  与原有的相比,新的教学计划在课程设计上有了这样一些特点:
  1)课程的

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