On The Optimization Of Middle School Writing Teaching By Using Film And Television Resources

Teaching writing is undoubtedly an important part of Chinese teaching, but it is also a matter of many people’s headache. Most Chinese teachers can not teach students writing effectively and successfully, most students can not skillfully writing, and even fear of writing, so writing teaching has come into a situation that "teachers can’t teach well, students do not want to write". How can effectively improve the writing skills of secondary school students has become a problem in urgent need. With the implementation running, development and utilization of the concept of the new curriculum reform curriculum resources gradually attract teachers’concern and attention. For language subjects,"full-time compulsory language curriculum standards (trial version)" and "ordinary language curriculum standards (experimental)" are clearly point out that language curriculum resources should be developed and utilized. The modern era, television, movies and other television work has seeped into every aspect of daily life of middle school students, is becoming an important source of contemporary middle school students’ learning which can not be avoided. But the film works has not been given due attention, and has not yet been fully developed and utilized in the teaching of writing, failed to become an important and Human Nutrition student writing growth. This paper is intended to explore new writing curriculum resource development perspective, in order to pursue the purpose of optimizing the teaching of writing in film and television works to develop writing resource extraction on student growth and learning useful elements, systems Students loved by the majority of excavation works in film and television writing language resources, explore the development strategy as a major film and television work writing curriculum resources, video resources to allow students to play an active role in writing learning, improve students’ interest in writing, practical ability of students in high school writing life, so writing class more open and vibrant, for Chinese teaching writing to add a luster. Main thesis is divided into five parts:The first chapter outlines the major topics of the origin of this article, significance of the research, review relevant research, this study intends to solve the problem, research methods and innovations. First of all, I found the topic originated from film and television works in teaching practice loved by the majority of high school students, but many outstanding film and television works has been ignored for teachers and students, and not be linked with the teaching of writing, the writing lesson has not been adequately developed and used, we can tap the resources and television works in the writing from the perspective of writing courses to play its positive impact; Secondly systematic exposition of the superiority of the negative film writing teaching resource optimization and spontaneous student produced video consumption will impact explained the significance of this paper. Then, three aspects are summarized in the literature and writing courses on video resources development and utilization of resources; then discussed in detail in this paper intends to solve the problem; Finally, this article explains the topic of innovation, preclude the use of this article summarizes the literature, investigation and lesson study and other research methods.The second chapter mainly demonstrates theoretical aspects of film and television work as the basis for writing curriculum resources. Enjoyable educational theory, life education theory, suggesting educational theory, and cultural effects of mass media, Maslow’s hierarchy of needs theory of five video works can be used as writing curriculum resource development and utilization lay a solid theoretical foundation.The third chapter presents the use of video resources that may arise in the course of writing problems, mainly in terms of students, teachers, film resource itself, the objective conditions to illustrate the use of film and television writing course resources exist grade students entertainment, film and television works excellent Poor confusion, teachers just do not teach writing classes for the television viewing becomes lesson teachers tend to have when choosing movie "meaningful " rather than " thinking " works, contradictions and video resources themselves skill thoughtful, videos teaching time is too long time and there is a contradiction between the short and other issues. Finally, if you want to solve the above problem, the teacher needs to have a high film screening, appreciation and a wealth of teaching experience to help students make good use of video resources to improve writing skills.The fourth chapter discusses the teaching of writing in terms of optimization, video resources function plays from three aspects. First, in order to solve the problem of high school students to start thinking of writing, you can use personalized video resources to start thinking of students, develop innovative thinking, so that students have something to write; Secondly, in order to solve the problem of writing material, video resources that can help accumulate direct material and indirect material, so that students have something to write. Finally, discuss the detail of using video resources to solve the problem of writing skills, so that students would have something to write.The fifth chapter discusses the principles of writing courses as video resources development and utilization of resources, strategy and integration proposals. After viewing the shadow and three were discussed in the second viewing from the front, view; First, it must comply with the explicit purpose of viewing, based on language curriculum standards, carefully selected to ensure the quality of film and television work, focusing on the three principles of the method writing strategies course development and use of video resources; finally talked about writing recommendations for video resources and curriculum integration model, the course will be divided into type, assisted, themed activities and writing style four categories.