04电影史教学大纲

04电影史教学大纲（推荐4篇）

04电影史教学大纲 篇1

课程名称： 中外电影史(Film History)

学分：3总学时：

54开课专业： 广播电视编导专业影视制作方向

一、课程性质、目的和培养目标

影视基础写作是广播电视编导专业影视节目制作方向学生的专业基础课程，该课程通过对影视领域的各种文本的了解和大量的写作实践，使学生产生相关的写作观念和理想。对许多文字与画面可涉及的命题进行深入而广泛的思考，具备一定的影视表达的思维能力和写作水平。

二、预修课程：

无

三、课程内容及学时分配

第一讲绪论

(1)电影的特性及电影观念的确立

(2)学习电影史的意义及研究的角度

(3)影视创作者的素养

本章学时数：3，本章习题数：

第二讲电影的诞生与起源

(1)电影的发明过程

(2)卢米埃尔兄弟的贡献

本章学时数：3，本章习题数：

第三讲电影艺术的形成时期（1896～1912）

(1)梅里爱及其戏剧电影

(2)英国布莱顿学派

(3)鲍特

本章学时数：3，本章习题数：

第四讲无声故事片创作时期（1912～1927）

（一）(1)格里菲斯的贡献

(2)喜剧大师卓别林

(3)前苏联蒙太奇电影美学流派

本章学时数：9 ,本章习题数：

第五讲无声故事片创作时期（1912～1927）

（二）(1)德国表现主义

(2)法国先锋派电影

本章学时数：6，本章习题数：

第六讲有声故事片创作时期（1928～1945）

（一）(1)早期有声电影的诞生及其发展

(2)好莱坞影城的建立及制片厂制度

本章学时数：3，本章习题数：

第七讲有声故事片创作时期（1928～1945）

（二）(1)好莱坞类型电影

(2)好莱坞电影的特点

本章学时数：6，本章习题数：

第八讲电影发展时期（1945～1960）

（一）(1)意大利新现实主义

(2)西方现代派概述

本章学时数：3，本章习题数：

第九讲电影发展时期（1945～1960）

（二）(1)法国新浪潮

(2)新德国电影

本章学时数：6，本章习题数：

第十讲电影发展新时期（1960～）

(1)战争影片

(2)政治电影

(3)意识流电影

(4)生活流电影

本章学时数：9，本章习题数：

第十一讲20～40年代中国电影

本章学时数：3，本章习题数：

第十二讲中国第五代与第六代导演的创作

本章学时数：3，本章习题数：

四、实践内容和建议学时分配

实践1.电影观摩

要求:根据课程进度观摩影片（集体组织）。出勤情况计平时成绩。实践2.观影心得写作

要求:影片观摩之后写作观影心得，至少五篇，计平时成绩。

五、教材和参考书目

教材：《西方电影史概论》，邵牧君著，199

4参考书目：

《世界电影史》，（美）克莉丝汀·汤普森、大卫·波德维尔著，陈旭光、何一薇译，北京大学出版社,2004年版

《世界纪录电影史》，（美）埃里克•巴尔诺，张雯译，1992年版

六、课外学习要求

除统一组织的电影观摩之外，按提供的影片目录课后观摩影片，阅读相关资料。

七、考核方式

《古代寓言二则》教学设计-04 篇2

1、积累文言重点词语，了解《韩非子》和《吕氏春秋》;

2、了解寓言的文体特点，把握故事情节，领悟寓意;

3、从不同角度理解寓言，培养发散思维能力。

【过程与方法】

1、揣摩、理解寓言故事巧妙合理的想象，通过续编或自编进行想象思维训练。

2、能就寓言中包含的道理谈出自己的见解。

【情感态度与价值观】

引导学生认识固执守旧，脱离实际的不良后果，树立一切从实际出发的观念，以发展的眼光看问题。

【教学重难点】

1、积累文言词语，背诵两则寓言。

2、深层理解寓意，体味寓言的形象性和哲理性。

【教学要点】

朗读课文、疏通文意，识记积累文言词语。情景再现，演一演，感受寓言的形象性，深悟寓意，理解寓言的哲理性，畅谈收获，以智慧演绎生活。

第一课时

学习目标：学习《郑人买履》1.掌握“履”“度”“操”“反”等文言实词 2.掌握文言虚词“之”的几种用法 3.体会深刻寓意

【教学过程】

一、导课

大家一定听到许多寓言故事，这是你们的文学启蒙，也是人生启蒙，它分明是一个个故事，生动、活泼，而当它转身走开时，却突然变成了一个个哲理，严肃认真，催人深思，让人感悟现实，体会人生。今天，我们就来学习一则寓言《郑人买履》。

二、朗读课文，整体感知

1、学生介绍课前收集的相关背景资料。

韩非（约前280－前233）出身韩国贵族，《史记》中《老子韩非列传》说他《为人口吃，不能道说，而善著书》。著有《孤愤》《内外储说》、《说林》《说难》。

《郑人买履》出自《韩非子》。《韩非子》是法家的重要著作，也是先秦理论散文集大成者的著作，全书论辩文占绝大部分，文风犀利，有很强的说服力。【教学目标】 ２、学生初读课文，借助注释把握生字词 履lǚ

度其足

宁信度 ．．．duó．．．．．．nìng．．．．吾忘持度dù 安宁 níng

3、理解词语，疏通文句

（1）、学生齐读课方，教师纠正字音，并指导朗读的语气和节奏。（2）、学生自读课文，结合注释理解词语，疏通文句。圈点勾画疑难文句。（3）、学生交流疑难文句，合作研讨。然后把共性问题提交老师，集体解答。（4）、师生共同释疑。

4、概述寓言故事

学生用自己的话概述故事，同桌之间互相向对方叙述故事。

学生推荐表现好的同学全班交流，师生共同评点。注意体现以下内容： 故事的起因：想买鞋，量好脚做好尺码，但出门时却忘在了家中。经过：去集市上发现忘记带尺码了，于是回家去取。结果：取来了尺码，集市却散了，没买到鞋。

三、情景再现

1、学生分组来表演故事，可以在原作的基础上加以合理的想像。

2、师生共同评价

教师点评，郑人的扮演者在表演买鞋时，动作很到位，那一“度”一“量”一“得”一“反”，充分展示了郑人买履的经过和结果。当听到他人的询问时，郑人的答话表现出他那固执、迂腐的心理。最后的答话使得前面的无声动作更具有了讽刺性。

四、合作探究，深悟寓意，理解寓言的哲理性。

１、教师问：郑人最可笑的地方是什么？他们错在哪里？能否说说你对故事寓意的理解？ 学生分小组讨论

成果展示：郑人最可笑的地方是买鞋宁可相信尺码也不相信自己的脚。他错在做事呆板，不尊重事实，只会按照原来的想法去做事，而不懂得变通。

《郑人买履》讽刺那些墨守成规，迷信教条而不尊重客观事实的人。告诉人们做事不能过分拘泥形式，要注重实际。

2、教师问：如果你想热心帮助郑人，请你给他一个忠告。

学生情景对话：例如：郑人啊，你买鞋想到量尺码，这没错。但是不能脱离实际，把尺码当作买鞋的唯一依据啊。以后做事要实际出发，要灵活变通。认识来自实际，方法源自实际。

五、布置作业：

1、背诵并默写《郑人买履》

2、预习《刻舟求剑》

第二课时

【学习目标】

学习《刻舟求剑》1.掌握“遽”“契”等文言实词2.体会深刻寓意

【教学过程】

一、情景导课

全班同学分成两队进行“成语接龙”竞赛。（５分钟）

教师评点并揭题：比赛进行得非常激烈，看来同学们学过的成语很多，而且记得很牢，今后继续努力，那么，今天我们再来学习一个新的成语——“刻舟求剑”板书课题。

二、朗读课文，整体感知

1、学生介绍课前收集的相关背景资料

2、学生初读课文借助工具书，把握生字词

遂（suì）涉（shè）坠（zhuì）遽（jǜ）

契（qì）．．．．．．．．．．．．．．．．．．．．．．．．．．．．．

三、理解词语，疏通文句。

1、学生齐读课文后教师纠正字音并指导朗读的语言和节奏。

2、学生自读课文，结合注释理解词语，疏通文句。圈点勾画疑难文句。

3、学生交流疑难文句，合作研讨。然后把共性问题提交教师，师生共同释疑。

4、概述寓言故事。

5、学生用自己的话概述故事，同桌之间互相向对方叙述故事。

6、学生推荐表现好的同学全班交流。师生共同评点。

四、情景再现，体会寓言故事的形象性

1、学生分组表演两个故事，可以在原作的基础上加以合理的想像。

2、师生共同评价。

教师点评：楚人的扮演者在表演失剑刻舟时，动作表情有意味。剑不小心坠入水中，楚人着急慌张，懊丧万分。但就在瞬间，他突然以眼还眼，眉开眼笑，马上拿出刀子在船边上刻上记号，那“刻”的动作是那样的从容，仿佛在说：“剑啊，看你能跑到哪里去？记号永远有追随你！”船停了，他胸有成竹的下船找剑。就在此时，动作突然停止，表演结束，却给人留下无尽的思索。然后出示话外音：“糊涂啊！船行而剑不行，唉，怎么可以找到剑呢？”该同学的表演很有创意。

师问：楚人最可笑的地方是什么？他错在哪里？能否说说你对故事寓意的理解？ 学生分小组讨论。

成果展示：楚人最可笑的地方是不懂得船既然离开了河中心，而刻记号的地方已经不是掉剑的地方了。

《刻舟求剑》讽刺了那些固守陈规陋习，不懂得根据变化的情况改变看法或办法的蠢人。

2、师问：如果你想热心帮助楚人，请给他个忠告。

楚人啊，你坠剑后，应该马上想办法去补救，人水打捞才是最佳选择。以后做事要尊重客观事实，正确面对现实，以发展的眼光看问题，灵活机动地处理事情。

五、链接生活，反思自我 我们学完了寓言二则，想想看，在你的生活中，有新时代的郑人和楚人吗？

学生深思并交流：现在的教育改革，如果教师的观念不变、教法不变，则会出现“新瓶装陈酒”“新鞋走老路”的现象等。

六、布置作业

收集两三则寓言故事，用自己的话叙述其情节，并指出各自的寓意。

【板书设计】

古代寓言二则

【教学反思】

本节课针对寓言这种文体进行课堂活动设计，引导学生感受寓言的形象性，理解寓言的哲理性。寓言是浓缩的智慧，如何引导学生真正读懂寓言，联系生活实际是关键。反思生活，从生活中寻找和寓言中的人和事类似的现象，真正理解寓意。

04电影史教学大纲 篇3

姓名

1．怎样分析、评价一节以讲授法为主的中学生物课？并说明这节生物课的成功，一般应达到的要求？（25分）

2．什么是启发式教学？其特点是什么？在具体的课堂教学过程中怎样体现？（分别就讲授法和谈话法在教学中的运用实例说明）（25分）

04电影史教学大纲 篇4

Part I.Fill in the blanks with correct information: 30%

1.The Grammar-Translation Method came about as a result of __________________.2.People learned Ancient Greek and Latin as________________.3.In a functional-notional syllabus, the language taught would not be described in only grammatical forms, but

also___________, _________, __________ and ____________.4.The term ―communicative competence‖ was first used by _____________ in applied linguistics.5.Krashen‘s Natural Order of Language Learning was based on _____________.6.Various language learning methods arose in the 70s in particular in North America and in Europe, which concerned

the learner as a whole person, also referred to as _________.7.Imagine a situation in which students learn a language in the following way.They sit around a table with

comfortable chairs and with a tape recorder in the middle.When one wants to say something, he whispers it in his mother tongue to the teacher who is standing behind him, who then translates it into the target language and the student repeats that.This approach is called ___________.8.ESP is the abbreviation of ________________.9.In Taba‘s model of curriculum processes, the last two stages are___________ and ______________.10.Knowing how to make correct sentences has very little value on its own and has to be supplemented

by________________________ and _________________________ when it is used as a normal means of communication.11.A student with very limited language would be forgiven for errors of _____________.12.Language processing is ______________________ and what is understood involves far more than

___________________________________.13.Turn-taking is a characteristic of ___________________.14.A CLT syllabus will cover situations, topics, functions, _________________, and ________________.15.List some examples of authentic materials: _______________, ______________, _____________.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%

1.2.3.4.5.People learned Ancient Greek and Latin in order to communicate in real life situations.The Threshold Level was an example of the Grammar –Translation Method.Making errors will lead to bad habit formation, so we should correct them whenever they occur.Suggestopedia is believed to be the most of the humanistic methods.A textbook with such course design as Unit 1 Personal pronouns, Unit 2 Attributive clauses, Unit 3 The passive

voice, etc.is based on a skills syllabus.6.It is true that inappropriately used expressions can produce more harm than structurally poor sentences.7.Back-channel responses are used by one speaker to interrupt the other speaker.8.In CLT students do not learn in the classroom;instead they learn the language in real life.9.Good learners learn different styles of speech and writing and learn to vary their language according to the

formality of the situation.10.While the students are engaged in the communicative activity the teacher should not intervene, such as telling them

that they are making mistakes, insisting on accuracy or asking for repetition.Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading1

activities you might design for it.The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‗Hey, another car from Wyoming.That‘s three this morning.‘ Or: ‗Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities

Activity 1

Specific steps:

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Activity 2

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While-reading Activities

Activity 1

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Activity 2

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Activity 3

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Post-reading activities

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《英语教学法》（1）期末考试试题之二答案和评分标准

Part I.Fill in the blanks with correct information: 30%, two points each

1.the teaching of Ancient Greek and Latin in the west

2.an intellectual activity

3.topics, situations, functions, notions

4.Dell Hymes

5.first language acquisition

6.The ‗holistic‘ approach

7.Community Language Learning

8.English for Special Purposes

9.organization of learning experiences, determination of what to evaluate and how to evaluate

10.a knowledge of the appropriateness, the functional value of the language

11.inappropriateness

12.a constructive process, what is presented on the page or in the sound system

13.oral communication

14.the vocabulary and grammar structures, the skills required in typical situations

15.English novels, poems, advertisements, instruction manuals, songs, films, lectures, speeches, radio announcements,new reports, plays, etc.Part II Decide whether the following statements are true or false.Write T for true and F for false.20%, two points each

1.F2.F3.F4.T5.F6.T7.F8.F9.T10.T

Part III 50%

Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class;think about the pre-reading activities you might design for it.[The original text is provided for the reference of markers]

The States Explained

Like all Dads, my father sometimes seemed to be practicing for a world‘s most boring competition.He used to have the habit, when I was a boy, of identifying and reporting the state of origin of all the other cars on any highway we happened to be traveling along.In America, as I expect you know, each state issues its own number plates, so you can tell at a glance where another car is from, which enabled my father to make observations like, ‗Hey, another car from Wyoming.That‘s three this morning.‘ Or: ‗Mississippi.Wonder what he‘s doing up here?‘ Then he would look around hopefully to see if anyone wanted to add a comment, but no one ever did.He could go on like that all day, and often did.I once wrote a book making good-natured fun of the old man for his many interesting and unusual talents when behind the wheel—the ability to get lost in any city, to drive the wrong way down a one-way street so many times that people would eventually come and watch from their doorways, or spend an entire afternoon driving around within sight of an amusement park or other eagerly sought attraction without actually finding the entrance.One of my teenaged children recently read that book for the first time and came with it into the kitchen where my wife was cooking and said in a tone of amazed discovery, ―But this is Dad,‖ meaning me.I have to admit it.I have become my father.I even read number plates, though my particular interest is the slogan.Many states, you see, include a friendly message or piece of information on their plates, like ―Land of Lincoln‖ for Illinois, ―Vacationland‖ for Marina, ―Sunshine State‖ for Florida, and the crazy ―Shore Thing‖ for New Jersey.I like to make jokes and comments on these so when, for instance, we see Pennsylvania‘s ―You‘ve got a friend in Pennsylvania‖, I turn to the passengers and say in an injured tone, ―Then why doesn‘t he call?‖ However, I am the only one who finds this an amusing way to spend a long journey.All this is by way of introducing our important lesson for the day, namely that the United States isn‘t so much a country as a collection of fifty small independent nations, and you forget this at your peril.It all goes back to the setting up of a federal government after the War of Independence when the former colonies didn‘t trust each other.In order to keep them happy, the states were given an extraordinary range of powers.Even now each state controls all kinds of matters to do with your personal life—where, when and at what age you can legally drink, whether you can carry a concealed weapon, own fireworks, or legally gamble;how old you have to be to drive;whether you will be killed in an electric chair, by lethal injection, or not at all, and how you have to be to get yourself in such a fix;and so on.If I leave our town of Hanover, and drive over the Connecticut River to Vermont, I will find myself suddenly subject to perhaps 500 completely different laws.I must, among much else, buckle my seat belt, acquire a licence if I wish to practise dentistry and give up all hope of erecting roadside hoardings, since Vermont is one of just two states to outlaw highway advertising.On the other hand, I may carry a gun on my person without any problem, and if I am arrested for drunken driving I may legally decline to give a blood sample.Since I always buckle anyway, don‘t own a gun, and haven‘t the faintest desire to stick my fingers in people‘s mouths, even for very good money, these matters don‘t affect me.Elsewhere, however, differences between our state laws can be dramatic, even alarming.States decide what may or may not be taught in their schools, and in many places, particularly in the Deep South, textbooks must accord with very narrow religious views.In Alabama, for instance, it is illegal to teach evolution as anything other than ―an unproven belief‖.All biology textbooks must carry a statement saying ―This textbook discusses evolution, a controversial theory some scientists present as a scientific explanation for the origin of living things.―By laws, teachers must give equal weight to the notion that the earth was created in seven days and everything on it—fossils, coal deposits, dinosaur bones—is no more than 7,500 years old.I don‘t know what slogan Alabama has on its number plates, but ―Proud to be Backward: sounds suitable to me.Pre-reading activities(10%)

five points for each activity, which are further divided between “specific steps” and “reasons for your design”,2.5 points for each part

The following are possible pre-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Examine the accompanying visual information(diagrams, maps, photographs)

 Reflect on the title or the topic

 State what they already know about the topic

 State what they would like to know about the topic

 Write their own questions that they want the text to answer

 Answer the teacher‘s general questions about the text type or topic(oral or written)

 Brainstorm the topic in groups or whole class

 Guess the topic by looking at key words from the text

While-reading Activities(30%)

ten points for each activity, which are further divided between “specific steps” and “reasons for your design”, five points for each part

The following are possible while-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Skim reading to get the gist(main idea of the text

 Locating specific information

 Transferring information from the text to a diagram, table, form, map, graph or picture

 Taking notes on the main points, or on specific points of the text

 Drawing a diagram to show the text structure

 Answering factual questions on the text

 Answering inferring questions on the text(reading between the line)

 Putting the events in correct order

 Stating if statements given about the text are true or false

 Working out the meaning of words or phrases in the text from the context

 Examining referents in the text and stating what they refer to

 Putting the paragraphs of a jumbled text back in the correct order

 Giving sections of a text appropriate headings

 Giving the text an appropriate title

Post-reading activities(10%)

five points each activity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each part

The following are possible post-reading activities for the reference of markers.Students need to elaborate the activity as well as give reasonable explanation for their choices.These two parts should be done in good English. Oral discussion of the topic of the text

 Role-play a different situation from the text but using the same characters, or role-play the same situation as in the

text but using the different characters

 Writing a summary of the main content of the text

 Comment on the content of the text

 Retelling the story of the text

 Finishing the story(orally or ion writing), that means either predicting an ending or changing the ending to one of

your own choice