The Study Of The Elementary-Middle Campus DV Program Narration

As one of the most important communication methods, TV was brought into the middle-elementary school in1979. Since then, with the enlargement of audio-visual education, many schools have paid much attention to the campus TV development, which has been shocked by the network in recent years. And the shift of the school development orientation, in a certain degree, has effects on the exerting of the campus TV. The campus TV would continuously develop and perfect itself, its program and show style should be adjusted according to the real development situation. Most of the middle-elementary schools have made introduction of the non-line editing systems and DV cameras, which have brought into new creating train of thought. Then, how to make best use of the school teacher-student resources and existing equipments to realize the creation of the middle-elementary TV programs?Firstly, I have made researches about the development of middle-elementary school TV, which include a general research about the Changshu in Jiangsu, Minhang District in Shanghai, and a detail research in Changshu Experimental Elementary School and Shanghai Shixi Experimental Middle School. These researches give me many experiences about how make better campus TV programs.In this thesis, I have raised some DV program making strategies about DV narrative. Fully considering about the advantages of the DV methods and the status of the school, teachers, students and the parents, considering about the demands of the school propaganda, release of the student's emotion, teaching development of the teachers, I have made three programs for experiment in 3 months, including thanking for the love of the parents which reflects the parent-child relationship, a story in art class which reflects the classmate relationship, and the heart-bridge which reflects the teacher-student relationship. All these have proved the feasibility for the middle-elementary school themselves to make programs about the school propaganda, relationship among the teacher, student, parent and school.I have made full analysis about the DV narrative theories and program objects, and put forward narrative strategies and methods in middle-elementary program making. Furthermore, I have raised the orientation and functions of the middle-elementary school DV program. In the last part of the thesis, I have tried to give out some model program style and show a school TV organization structure, from which the ordinary middle and elementary school can borrow ideas about how to develop the school TV and make programs. The middle-elementary DV programs use the narrative methods would open up a broader field for school propaganda, campus cultural construction, instruction and teacher-student quality.