Research On The Application Of Film And Television Resources In Middle School History Teaching

With the development of media technology, we are entering a “Screen-reading Age”. Theappearance of MOOC, Flipped Classroom etc. has made videos constantly “reshape education”.An educational mode which transfers knowledge through videos begins exerting more and moreinfluence on the teaching of primary and middle school classrooms. It has become a consciouspursuit for most history teachers to use movie resources in middle school history teaching toimprove students’ interest and learning effect of studying history. Therefore, it is necessary tostudy the phenomenon of movie resources entering history classes from the point of theory andpractice, and find out movie resources that can be applied in middle school history teaching,principles that should be followed, concrete strategies for application of the resources, andproblems we should pay attention to. We hope that the study can provide theoretical and practicalsupport for applying movie resources in middle school history teaching scientifically, reasonablyand effectively.This paper is divided into six parts. The content of each part is as follows:The introduction analyzes the reasons of selecting the topic and discusses the necessity ofstudying this topic by turning current visual culture to educational effects, changing ofadolescents’ studying habits and its own existing questions of history teaching. This part alsoanalyzes the situation of the present research and explores the possible developing trend of futurestudy from several aspects of applying movie resources in middle school history teaching such astypes, meanings, problems, basic principles, main methods and so on. Moreover, this part hasalso raised the principal issues and possible innovative points of the research methods, researchthinking and proposed research.Chapter one defines the movie resources and discusses the feasibility of applying movieresources in middle school history teaching. According to the historiophoty concept proposed byHayden White, this essay defines movie resources from film works and film languages as whichcan be applied in history TV series and movies, history documentaries and history image data inhistory teaching, in other records and video data that have historical value, and in thefrequently-used medium, form, method, syntax, tool etc. in movie. Also, theoretically it demonstrates the status of movie resources as a kind of historical material or historical carrierand discusses the viability of applying movie resources in middle school history teaching.Chapter two explores the meaning of applying movie resources in middle school historyteaching. Firstly, using movie resources can make history vivid and visible. Not only the eventsand characters in history can be visible, but also the historical facts become visible. It also makeshistory teaching more vivid. Secondly, using movie resources can broaden students’ width anddepth of history thinking which has both abstract, literal and visual, graphical thinking. Inparticular, it can mobilize students’ using of many senses and achieve a better thinking effect.Finally, using movie resources can fully change the way of middle school students learninghistory and promote history learning effects.Chapter three puts forward several basic principles of applying movie resources in middleschool history teaching. The first is authenticity principle. The applying of movie resources inmiddle school history teaching must show the truth of historical events, and the truth of historicalspirit and historical nature. But we don’t absolutely eliminate certain fiction and virtuality whichare based on being loyal to historical spirit and historical nature to enhance the history teachingeffect. The second is finiteness principle. We should know that the function of movie resourcesin middle school history teaching is limited. We cannot entirely replace teachers’ teaching with it,and even cannot replace students’ thinking, discussion, exploration and communication with it.We should keep a time-limited and quantity-limited application of movie resources. The third iseffectiveness principle. The application of movie resources must serve for teaching objectives,focus on teaching objectives and highlight teaching core and ideas. We should not go in forformalism and apply for applying.Chapter four discusses the basic strategies of applying movie resources in middle schoolhistory teaching. The first strategy is using movie resources to create historical context, leadstudents into specific historical context, and help students gain deeply historical feeling andhistorical thinking. The second strategy is exploring historical issues through movie materialretrieval, organizing students to find relevant movie materials and historical documents specificto some historical issues that exist arguments and vagueness. By exploration, we can reach exacthistorical conclusion and make students learn historical research methods in exploration. Thethird strategy is corroborating video and textbook each other to solve teaching difficulties, in order to make the historical issues which are hard to understand for students visualized andcontextualized. Through watching videos students can obtain personal feelings and the realunderstanding of history development.Chapter five discusses that we should notice several problems of applying movie resourcesin middle school history teaching. This kind of applying will make teachers face many newquestions. In order to adapt to the requirements of applying movie resources, teachers have tosearch and identify valuable movie resources according to the requirements of curriculumstandards, have to imitate videos’ expression to innovate history teaching way from the point ofmethodology, and have to comprehensively apply video technology in teaching process.