【摘要】：攝影作為重要的藝術(shù)門(mén)類(lèi),其傳統(tǒng)的教學(xué)方式卻面臨著抽象內(nèi)容不易直觀表達(dá)、理論與實(shí)踐配合不緊密、學(xué)習(xí)態(tài)度較被動(dòng)等難題[1]。微課程作為一個(gè)迅速“闖入”教學(xué)領(lǐng)域的“新生兒”,其有別于傳統(tǒng)教學(xué)的短小精悍、互動(dòng)性強(qiáng)、授課方式新穎的特點(diǎn)正好可以彌補(bǔ)傳統(tǒng)攝影教學(xué)中的短板。如何將微課程和攝影進(jìn)行有效的融合,達(dá)到預(yù)期的教學(xué)目標(biāo),已然成為各類(lèi)專家亟待解決的問(wèn)題。本研究以人像攝影為例,從人像攝影微課程的設(shè)計(jì)、開(kāi)發(fā)和應(yīng)用三個(gè)方面進(jìn)行深入探討微課程和攝影的結(jié)合問(wèn)題。首先明確微課程及人像攝影課程的定義,分析現(xiàn)狀,闡述傳統(tǒng)攝影類(lèi)課程教學(xué)的問(wèn)題,制定相應(yīng)的教學(xué)目標(biāo),再通過(guò)對(duì)課程內(nèi)容的分析,提煉出人像攝影課程的知識(shí)點(diǎn),以知識(shí)點(diǎn)的為單位設(shè)計(jì)出完整的人像攝影微課程框架,并且以實(shí)例介紹微課程的設(shè)計(jì)開(kāi)發(fā)流程,包括微課視頻、教學(xué)活動(dòng)和展示平臺(tái)的設(shè)計(jì)開(kāi)發(fā),最后通過(guò)以人像攝影中較有代表性的“基本構(gòu)圖法”為例介紹其在翻轉(zhuǎn)課堂中的應(yīng)用過(guò)程及反饋情況,從而了解學(xué)生對(duì)整個(gè)人像攝影微課程的學(xué)習(xí)效果。實(shí)踐表明,通過(guò)將人像攝影和微課程的結(jié)合可以有效解決傳統(tǒng)攝影教學(xué)中的諸多問(wèn)題,人像攝影微課程在翻轉(zhuǎn)課堂中的應(yīng)用激發(fā)了學(xué)生的學(xué)習(xí)興趣,提高了教學(xué)效果,有助于推動(dòng)教學(xué)模式的改革。
[Abstract]:Photography as an important category of art, its traditional teaching methods are not easy to express abstract content intuitively, theory and practice do not cooperate closely, learning attitude is more passive and other difficult problems [1]. As a "newborn" in teaching field, microcurriculum is different from the traditional teaching, which is short, interactive and novel teaching methods can make up for the shortcomings of traditional photography teaching. How to combine microcourse and photography effectively and achieve the expected teaching goal has become a problem that all kinds of experts should solve. This study takes portrait photography as an example, and discusses the combination of microcurriculum and photography from three aspects: design, development and application. First of all, the definition of micro-curriculum and portrait photography course is defined, the present situation is analyzed, the problems of traditional photography course teaching are expounded, the corresponding teaching objectives are formulated, and then the knowledge points of portrait photography course are extracted through the analysis of the course contents. In this paper, we design a complete framework of micro-curriculum of portrait photography based on knowledge point, and introduce the design and development process of micro-course with an example, including the design and development of micro-lesson video, teaching activities and display platform. Finally, by taking the typical "basic composition method" in portrait photography as an example, this paper introduces its application process and feedback in the flipping classroom, so as to understand the students' learning effect on the whole micro-course of portrait photography. The practice shows that the combination of portrait photography and microcourse can effectively solve many problems in traditional photography teaching, and the application of portrait photography micro-course in flipping classroom can stimulate students' interest in learning and improve the teaching effect. It is helpful to promote the reform of teaching mode.
【學(xué)位授予單位】：江西農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G434;J40-4

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本文編號(hào)：2140798