| Microfilm creation is an important specialized course for students majoring in radio and television choreography who need to learn during their college years.Designing a good shot script in the early stage of microfilm shooting will make the film get twice the result with half the effort.Before the experiment was carried out,through questionnaires and interviews,the author conducted a survey of the teaching and learning of specialized courses for teachers and students majoring in TV choreography in a university in Shanghai and found some problems.For this reason,in view of the shortcomings in the teaching of micro-film creation course for the major of extensive editing,it is also necessary to better cultivate and develop students' professional practice ability.The author designed a research on the application of Shot Pro software in teaching.In this study,quasi-experimental research method is used to explore whether Shot Pro software can stimulate students' imagination and independent innovation ability by comparing two different teaching modes of " Shot Pro software intervention teaching" and " traditional narrative teaching",thus improving students' professional practice ability.According to the insufficient summary of the experimental results,the teaching strategy is further revised and improved,which enables Shot Pro software to be applied in the teaching of sub-lens design course,thus promoting the professional practice ability of the majority of choreographer students.The author selected 2016 undergraduate radio and television choreographer students from a university in Shanghai as the experimental objects,and randomly assigned 2016 class 1 as the experimental group and the other class as the control group,with 52 students in the experimental group and 50 students in the control group.There is no significant difference in the average scores of the two groups of students in the entrance major,both belong to parallel classes.Both classes are taught by the same professional teacher,which makes the subjective factors such as teaching progress,teaching methods and teaching styles as consistent as possible and reduces the influence on students as much as possible.For the students in the experimental group,a questionnaire is issued.Under the condition that other factors are relatively stable,SPSS software is used to make statistical analysis on the results of the questionnaire and the test,which can clearly compare the effect difference between the experimental class and the control class in teaching.Shot pro software can effectively solve the above problems to some extent.Teachers can use Shot Pro software to visualize and concretize the text version of the sub-lens to stimulate learners' interest and motivation in learning.This study uses the functional characteristics of Shot pro software to help students strengthen the design ability of making sub-lenses.By comparing the teaching effects of " Shot Pro software intervention teaching" and " traditional narrative teaching" on students' learning scene design and scene scheduling,and by analyzing the students' satisfaction questionnaire on Shot Pro software,we know that Shot Pro software can stimulate students' desire to create,cultivate their professional qualities and enhance their professional practice ability.The experimental results show that the new teaching mode of Shot Pro software-assisted teaching can not only mobilize studentsStudents' interest in learning and initiative in learning can improve students' sense of picture,so that the designed scene and scene scheduling can be taught to students in the form of workshops due to the contrast class.This provides a good learning environment for students,and can also cultivate students' autonomous learning ability,innovation ability and professional practice ability.This experiment has fully proved the practical application value of Shot Pro software in helping to design shot teaching.I hope Shot Pro software can be widely popularized and applied in teaching in the future. |
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