The Application Research Of Task-driven Method In The Course Of "audiovisual Language" In Secondary Vocational School

In China’s film & television art education system,the “Audio-Visual Language” course has received more and more attention.This course includes basic theoretical knowledge such as composition of pictures,shooting scale,angle,and color,as well as video and editing,which are more practical.Secondary vocational education is carried out in the stage of high school education,including some post-vocational training.It is currently the main body of vocational education in China,and aims to cultivate a large number of high-quality workers on the basis of compulsory education.The Audio-Visual Language course offered in secondary vocational schools requires that students not only master the necessary theoretical knowledge during learning,but also grasp certain practical abilities and some necessary skills.Therefore,in the teaching process,it is extremely important for teachers to adopt appropriate teaching methods to help students achieve their learning goals,improve their learning abilities,and develop their good study habits.The task-driven method is a teaching method which develops on the basis of the constructivist theory.By the task-driven method,to complete a specific task,the students can learn autonomously and collaboratively in a real and vivid teaching environment,so that the students can obtain knowledge and achieve their learning goals.At present,the task-driven method has been applied in many types of courses,but seldom used in the courses related with audio-visual language.In fact,the teaching of Audio-Visual Language course can be well combined with the task-driven method.Compared with traditional teaching methods,the task-driven method plays an important role in improving students’ learning initiative,cultivating students’ autonomous learning ability and collaborative learning ability,and students’ independent thinking ability.In this paper,the research is conducted by the literature research method,the questionnaire method,the interviewing method and the controlled trial.The paper is divided into six parts.The first part is the introduction to the research background and significance,including the analysis of the research status at home and abroad,determination of research methods,the explanation of the research content and the innovation point.The first chapter provides the concept and the theoretical basis of the task-driven task.In the second chapter,the nature and characteristics of the Audio-Visual Language course and the problems existing in the teaching of the course in secondary vocational schools are analyzed.The process of teaching design using the task-driven method for the Audio-Visual Language course in secondary vocational schools is explained in detail,and aiming at the “task” which is the key part,the principle and strategy of teaching task design are analyzed.In the third chapter,three specific teaching cases are provided to explain theteaching design and process of using the task-driven method in the Audio-Visual Language course in secondary vocational schools.In the fourth chapter,the effect of using task-driven method in the Audio-Visual Language course in secondary vocational schools is analyzed through questionnaires,interviews,and experimental control.The conclusion summarizes the research result and makes further prospects.The research result indicates that when the task-driven method is appropriately applied in the Audio-Visual Language course in secondary vocational schools,the students’ learning interest and initiative can be improved,the students’ autonomous learning ability and collaborative learning ability can be cultivated,and as a result,the students’ comprehensive learning ability can be improved.