Primary school students have some characteristics different from middle school students and adults in perception, thinking and personality. Therefore, primary school students' textbooks and teaching methods also have their own characteristics. The "micro" and interactive characteristics of microfilm make it more suitable for introducing into primary education and teaching. Pupils mainly think figuratively, and the intuitive focus plane and audio-visual synthesis of micro-movies are more in line with pupils' perceptual cognition and can arouse pupils' interest. Primary school students' attention is usually unstable and not lasting, especially in lower grades. Therefore, short and pithy micro-movies are easier for students to accept, and they can complete the overall "reading" of the video in a focused time period, thus gaining a preliminary understanding. Modern society has a large amount of information, covering almost all kinds of information of human society, while the proportion of effective information is very small, and so is film and television information. Only by choosing effective content in a limited space can primary school students receive more knowledge in a limited study time.
Second, the role of microfilm in primary education and teaching
In addition to watching and appreciating, microfilm can also be properly applied to classroom teaching, and students can also be organized to create their own microfilm works. Microfilm plays a variety of roles in primary school teaching.
1. Improve students' writing ability
Writing ability can be formed in many ways, but using microfilm resources is also an effective way to improve students' writing ability. Microfilm can make use of the comprehensive images seen and heard, introduce students into specific writing artistic conception, provide rich materials and extensive practical opportunities for composition, give students something to write and methods to write, effectively stimulate students' interest in writing and cultivate their writing ability. First of all, watching micro-movies can cultivate students' good observation habits. The process of students' watching is the process of observation. Students observe the appearance, movements and expressions of characters, observe the social environment and natural environment, learn to choose the observation object, determine the observation focus, observe purposefully, and continuously improve the observation quality.
2. Play the moral education function of campus microfilm.
Campus microfilm is a "student-oriented" film and television, and its content and concept are close to students' tastes, which is easy to arouse students' thinking. Actively mobilizing students to participate in the campus microfilm program can realize self-education. Teachers can actively guide and help students to take the initiative to care about the hot issues of their classmates and schools at a certain stage, and set up special programs and talk shows at the right time, so that students can discuss and debate with the help of micro-film platforms and guide students to correctly understand them. For example, in view of the phenomenon of dining waste, we produced "dining hall waste". After the program is broadcast, students are easily shocked by the shocking pictures of waste and feel ashamed of their habitual waste. For another example, after the Spring Festival, some students received more "lucky money" and some students squandered it, so we made a "talk" and learned by interviewing parents, teachers and classmates. Discover the problems around you with students' eyes, give students a chance to solve problems through the campus micro-film platform, and realize self-education in their own way.
3. Optimize subject teaching
A shot, a prop, a line and a piece of music in film and television can sometimes resonate with students. With the help of microfilm in Chinese teaching, students can better understand the content of the text and understand the background of text creation; In the moral classroom, micro-movie stories with correct and simple philosophy can often become a guide for primary school students' behavior norms; In math class, intuitive and vivid microfilm materials can inspire students' thinking more; In music class, microfilm can activate the connotation of music works, help students grasp the main line of music emotion, and make microfilm an effective method to assist classroom teaching. The optimization and integration of microfilm and teaching of various subjects can promote the improvement of students' comprehensive quality.
4. Cultivate students' ability to participate in social life and cooperate with others.
It is also a complicated process to plan and make a complete microfilm, and a successful microfilm also needs many processes, which can only be completed through the cooperation of many people. In the initial stage, it is usually necessary to determine the theme of making programs in the form of collective discussion. During the discussion, the participating students put forward different opinions according to their own views, opinions, specialties and hobbies. For example, some students want to make a textbook drama, some students want to make an English short play, some students want to make an MTV, and some students want to make a documentary about their own stories. When the theme of the program has been determined, the next job is to let students choose freely according to their own interests, hobbies and specialties, and form various production teams. According to the different production contents, there will be different division of labor such as director, producer, screenwriter, audience, planner, reporter, host, announcer and soundtrack.
Here, no matter what the participating students are good at or interested in, they can find their own place to use. We cooperate to collect materials, scrutinize the materials together, determine the form and style of the program, communicate while shooting at the shooting scene, and discuss the titles, stunts, dubbing, subtitles and other contents together later, and work together. Therefore, students' sense of cooperation and spirit is extremely important for completing a micro-movie. This requires students to learn to listen to others' opinions, express their own opinions, reach an agreement with others and share the same results. The interview activities of young journalists, the production of programs, and the broadcasting of various columns have continuously enhanced students' awareness of active communication, communication skills, performance skills, oral expression skills, adaptability, observation ability, thinking ability and writing ability. More importantly, it promotes students' development in learning to be a man, learn to seek knowledge and learn to innovate. It not only exercises students' will, but also increases their talents.
5. Establish micro-film theme activities to make campus study and life full of vitality.
The school regularly carries out campus film and television activity festivals every year to mobilize students, teachers and parents to participate in the creation of campus micro-movies and micro-videos. Campus film festival activities can be designed as follows:
(1) Conduct publicity and lectures on microfilm knowledge.
(2) Everyone watches an excellent micro-movie. Students can watch it by themselves or with their families.
(3) Collect short stories and short scripts of micro-movies, encourage students to complete their own creation, and also let students and their families create an interesting short story or short script that reflects the influence of positive energy.
(4) Exhibition and broadcast of excellent micro-videos, namely, uniformly editing the excellent works according to the theme, adding opening subtitles, and then exhibiting and broadcasting on campus.
(5) Select appropriate content from the collected short stories and short scripts for processing and adaptation, and students, parents and teachers will star in planning and shooting campus microfilms.
6. Open a campus microfilm salon and be a guide of positive energy.
Due to the limitation of knowledge accumulation and appreciation ability, schools should properly carry out salon exchange activities, and teachers should guide students according to the content and characteristics of exchange and correct some improper methods and viewpoints. Students and teachers can learn about microfilm knowledge, exchange their experiences of experiencing the charm of microfilm, and exchange their experiences of using microfilm technology to create a civilized and beautiful childhood life, so that students can gain positive energy in exchange activities.
Third, the conclusion
When we integrate microfilm into school education and teaching, the campus will present a beautiful landscape: during recess, you will see primary school students looking for shooting targets on campus with cameras, mobile phones and DV; Groups of students get together and talk about a scene of a campus microfilm; In the composition class, the teacher is fixed on a video screen, allowing students to exert their imagination and extend the movie story on the screen in their own language; Members of the film club are discussing the preparation of a new campus microfilm; At the class meeting, the students had a heated discussion on the pictures of bad phenomena in life that appeared on the screen. In English class, students are dubbing the plot of a simulated English short play.