The Exploration And Creation Of The Development Paradigm Of Audio-visual Teaching Resources In My Countr

Developing audio-visual teaching resources has always been one of the academic missions of educational technology in China which is increasingly important with the advent of online education era.However,the aesthetic quality of audio-visual teaching resources needs to be improved and the development mode needs to be optimized at present.The reason mainly lies in the poor inheritance of audio-visual teaching resources development idea.Therefore,this paper explored the "paradigm" which was about the development practice of audio-visual teaching resources in China for more than one hundred years,probed into its generation cause.and excavated its historical inspiration.On this basis,combining the unique attributes of audio-visual teaching resources and the core demands of education development in the new era,this paper attempted to create a new paradigm for the audio-visual teaching resources development in the light of the practical difficulties.In terms of research method,this paper adhered to the methodology of "the interaction between concept and practice" and relied on the historical research,interdisciplinary research and deductive inference research.By defining the concept and combining the specific modalities of audio-visual teaching resources during the historical development,this paper divided the development process into three periods which included the educational film production during the Republican period,the TV textbook compilation after the reform and opening-up period,and the teaching video recording from the beginning of the new century to the present.According to this division,this paper successively summarized the development practice paradigm of audio-visual teaching resources for these three periods.With the help of historical research method,through the investigation about the audio-visual teaching resources’ typical practice and historical materials which are over one hundred years,this paper found that the generation of this documentary paradigm was mainly due to the promotion of saving the country thought at that time,and the people of insight expected to realize the macroscopically country saving through microeducation films.Meanwhile,the bright practical concern is the important enlightenment of the documentary paradigm.The TV textbook compilation mainly occurred from the reform and opening-up to the beginning of the new century which was eventually developed into a transplant paradigm that mainly stemmed from the advancement of education popularization action at that time,and the whole country was looking forward to the restoration and development of education through the TV textbook "Do More with Less".From the beginning of the new century to the present,the development of audio-visual teaching resources is mainly manifested in the production of recording and broadcasting teaching videos,and a copying paradigm has been generated.The key reason was that the country needs to promote the quality education resources sharing,thereby alleviating the increasingly prominent issue of education equity.Through the paradigm exploration and reason inquiry,it was found that the development paradigm of audio-visual teaching resources in China was not decided by the will of an individual or a group,but more decided by the education development.Shortly,the transformation of the core demand of education development caused the paradigm transformation of audio-visual teaching resources development.The educational film was born in the turmoil of Republican period when education saving the country was the call of this time which leaded to the documentary paradigm spontaneously formed.TV textbook emerged after the reform and opening-up period when education popularization was the social urgent need which caused the transplant paradigm becomes the dominant.Teaching video developed in the era of online education when education fairness was the public concern,so the copying paradigm was indispensable.With the advent of the "fair and quality" demand about education development,the lag of the original paradigm had leaded to bottlenecks in practice,and the development paradigm of audio-visual teaching resources needed to be further transformed.Therefore,combining the aesthetic education attribute inherent in audiovisual teaching resources,this paper proposed a Establish-beauty paradigm.It was thought that the audio-visual teaching resources development should move from the past "Borrow-beauty model" to the "Establish-beauty paradigm",and it was necessary to carry out a deep "educationalization" transformation of audio-visual technology.specifically speaking,under the dual guidance of practical aesthetics and educational aesthetics,the transformation should be promoted from three levels which included the form,structure and meaning of audio-visual teaching resources.Finally,this paper extended the vision from the partial development of audiovisual teaching resources to the holistic practice of general educational technology.Combined with the evolution of the audio-visual teaching resources development paradigm,this paper analyzed three processes of technical rationality involved in education which included instrumental level,institutional level and thinking level.Meanwhile,it discussed the artistic rationality of educational technology practice,and emphasized that technical rationality and artistic rationality were two dimensions that must be properly handled in the practice of educational technology.The subject of education should give full play to subjective initiative,fuse the technical rationality of object and the art rationality of subject,and pursue an aesthetic practice with educational means between the technology and art.