Study On Film And Television Resources To Assist High School Language Teaching

In recent years,as one of the available language curriculum resources,the introduction of film and television resources in high school language teaching has effectively improved the problems caused by a single traditional form of language teaching.In 2017,the new language standards were promulgated,which put forward new requirements for current high school language teaching: to develop students' core literacy in language subjects as well as to cultivate their media literacy.Based on this,language teachers should further optimize the use of film and television resources in reading and appreciation,expression and communication under the guidance of the concept of the new standard in order to achieve the dual enhancement of students' language literacy and media literacy.In the introductory part of this thesis,the text describes the background,current situation,significance and methods of the research on film and television resources to assist language teaching.The first part of the main paper is based on audiovisual teaching theory,multiple intelligences theory,life education theory,and constructivist learning theory,and defines the concepts of "film and television resources","implication of high school language",and "teaching aids".On the second part,from the perspective of the construction of the language curriculum,the cultivation of students' core literacy and multiple competencies,and the value of improving language performance in the college entrance examination,to summarize the necessity of film and television resources to assist language teaching in high school,and then explain the feasibility from both internal and external conditions.In the third part,the questionnaire was used to understand the influence of film and television resources on high school students' learning in reading and appreciation,expression and communication,and to investigate language teachers' use of film and television resources as well as students' parents' opinions,and to analyze the problems that still exist in the use of film and television resources in language teaching and attribute them.For the fourth part,based on the current problems in the use of film and television resources,the following practical explorations are conducted: in teaching principles,standards for the selection and appropriate use of film and television resources should be clarified,language teachers' teaching concepts should be changed and their personal media literacy should be improved,and effective teaching evaluation of film and television resources to assist language teaching should be conducted.In terms of implementation strategies,using the core literacy of language subjects and the cultivation of media literacy as a guide,and taking the learning contents of high school students in reading and appreciation,expression and communication as a carrier,it puts forward strategies: combining multi-sensory,strengthening language construction and use;bringing into play the value of film and television to promote the development and enhancement of thinking;tricking out the art of film and television to cultivate artistic appreciation and creation;and tapping into the inner meaning of film and television to implement cultural understanding and transmission.The conclusion shows an illustrative case of usage of film and TV on language teaching in high school,seeking to demonstrate how language teachers can use film and TV resources against the background of today's new reality.