Abstract
The use of happy teaching in classroom teaching is the reform direction of film and television professional teaching. How to implement happy teaching on the film and television major in college is an urgent problem in the current classroom teaching of film and television courses. Therefore, this paper discusses the necessity of happy teaching, the related strategies and methods of happy teaching implementation, and combines the examples in teaching to demonstrate its feasibility, which provides a reference for the future reform of film and television professional courses.
Highlights
Research BackgroundWith “50 Articles” of Shanghai Cultural Creativity proposed, the demand for film and television talents has increased substantially, and continuously improved
The use of happy teaching in classroom teaching is the reform direction of film and television professional teaching
How to implement happy teaching on the film and television major in college is an urgent problem in the current classroom teaching of film and television courses
Summary
With “50 Articles” of Shanghai Cultural Creativity proposed, the demand for film and television talents has increased substantially, and continuously improved. In terms of teaching environment, many colleges and universities have advanced film and television experimental training rooms, they still can’t escape the traditional classroom teaching mode mainly based on that teachers make lectures and after that students follow the example of practice with the assistance of multimedia coursewares, video and teaching resource website. This generation of students who grow up in the context of the new media era contact a variety of media forms, rich access to information, and have high sensitivity to new things. In order to reduce students’ studying weariness, establish a harmonious relationship between teachers and students, and create harmony classroom atmosphere, it is essential that helping students to promote their comprehensive development of knowledge, skills and literacy through internalizing knowledge and skills based on their cognitive structure by using “happy teaching” (Huang, 2018)
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