How to carry out literature teaching in modern higher vocational colleges.

At present, visual culture not only impacts human visual nerve, but also enriches modern people's spiritual and cultural life. Facing the severe challenge brought by aesthetic variation in the visual culture era, the film and television resources with images as the basic elements are widely used in multimedia teaching of various courses, and the course "China Modern and Contemporary Literature" is no exception. Under the background of visual culture, in view of the challenges faced by modern and contemporary literature teaching in China in higher vocational colleges, how to keep pace with the times and make rational and effective use of film and television resources in multimedia teaching has become an important problem to be solved urgently in the teaching reform of this course.

Modern and contemporary literature in China is the basic course of language and culture education in higher vocational colleges, and it is also the main compulsory course of Chinese education (the direction of primary education). In recent years, with the rapid development of the times and the deepening of educational reform in higher vocational colleges in China, the teaching of modern and contemporary literature in China in higher vocational colleges is facing many challenges. Among them, the weakening of subject status, the compression of class hours, the decline of students' quality, the incompatibility of teaching materials and the students' pessimism in learning have seriously hindered the healthy development of the course. The Outline of the National Medium-and Long-Term Education Reform and Development Plan (2010-20120) requires that "reform and innovation should be regarded as a powerful driving force for education development, with emphasis on improving quality", and points out that it is necessary to "reform teaching contents, methods and means and build a modern school system; Take service as the purpose and employment as the guidance to promote education and teaching reform. " This requires colleges and universities to actively promote teaching reform and innovation, including not only the reform of teaching content and teaching methods, but also the innovation of teaching means. In view of the current predicament of modern and contemporary literature teaching in China in higher vocational colleges, it is an important measure of teaching reform and a bold attempt and innovation of teaching methods and means to apply film and television materials to modern and contemporary literature teaching in China by using modern multimedia technology.

The film and television resources in this paper generally refer to the relevant video materials of movies, TV series and various TV programs, especially the modern and contemporary literary works of China adapted from movies and TV series, as well as interview programs, biographies and interpretation videos of relevant works of modern and contemporary writers. The integration of film and television resources into modern and contemporary literature teaching in China plays a unique role. (A) optimize teaching methods to stimulate interest in learning. Interest is a psychological tendency, which enables students to study actively. For a long time, modern and contemporary literature courses in China generally have a "full-house irrigation" mode, which takes teaching materials as the center and teachers' classroom teaching as the main way to convey teaching content. This teaching method of "informing teaching and accepting learning" makes students' subjectivity and initiative not reflected, and students often get bored. Coupled with unfamiliar texts, over time, "the teacher is thirsty and the students are sleepy." Psychologist Trecci confirmed through experiments that 83% of the information obtained by human beings comes from vision, 1 1% from hearing, 3.5% from smell, 1.5% from touch and 1% from taste. Integrating film and television resources into multimedia teaching of modern and contemporary literature in China is an effective combination of vision and hearing. It effectively combines words, pictures, images and their sounds, and replaces the traditional text description with intuitive, profound and rich picture sense, thus mobilizing students' sensory functions in learning. In class, historical scenes and original appearance are vividly presented to students through fascinating storylines, vivid characters and dynamic pictures, and effectively combined with text explanation, which can avoid abstract and empty text display and stimulate students' interest in aesthetic reading of texts. At present, China modern and contemporary literature courses offered in higher vocational colleges mainly include literature history and selected readings of works. For students, due to the long history and the changes of the times, they have an insurmountable sense of estrangement from the history of that period, and it is even more difficult to form a * * * sound for their own works. The artistry of film and television is precisely to meet the aesthetic needs of this era, especially the younger generation. Research shows that "image culture" (movies) can cater to the tastes of young people better than "text culture" (novels). Therefore, making full use of film and television resources can not only optimize teaching methods, but also stimulate students' interest in reading texts, make "I want to watch" become "I want to watch" and create a good learning situation.

(B) enrich the teaching content and broaden students' horizons. Nowadays, the film and television resources are rich in themes, and some famous works (novels and dramas) have been filmed as film and television works, such as The True Story of Ah Q, Midnight, Thunderstorm, Song of Youth, Fortress Besieged, Red Sorghum, Song of Sorghum, Bailuyuan and so on. There are also lecture halls, artistic life, meridian letters, etc. It can not only make up for the defects of teaching materials, the compression of class hours and the shortage of students' reading, but also enrich the teaching content and broaden students' horizons to a certain extent. (3) Break through the teaching key points and solve the teaching difficulties. Film and television have both audio-visual and audio-visual characteristics. In the classroom, using the visual, visual and visual advantages of film and television resources to more truly reproduce the appearance, movements, language and other scenes of characters, make up for the abstract defects of language and words, simplify the complex, help students grasp the inner world of characters and the cultural characteristics of the times, and deepen their understanding of knowledge points, which will get twice the result with half the effort for the breakthrough of important and difficult points. For example, when teaching Cao Yu's Thunderstorm, in order to make students better understand the psychological changes of the characters, the complex character of the characters was grasped through dramatic language, and the dialogue between Zhou Puyuan and Lu Shiping in the drama Thunderstorm was played. During the dialogue, Zhou Puyuan repeatedly asked Lu Shiping's real name in different words and tones: "You, your surname; (groaning) Wuxi is a good place; (Looking up) What's your last name? (suddenly stands up) Who are you? (Stand up slowly) Oh, you, you, you are-"These words and intonations vividly show Zhou Puyuan's psychological state of" doubt-nostalgia-consternation-nervousness-panic "through the expressions, language and movements of the actors in the video. Students naturally understand the complexity of Zhou Puyuan's personality quickly and effectively solve the difficulties in teaching. (4) Improve the comprehensive literary ability and cultivate practical talents. Wang Weiping mentioned in "Puzzles, Problems and Countermeasures of Literature Teaching in Normal Universities" that the purpose of literature teaching is not only to teach students literary knowledge, but more importantly, to enable students to acquire literary aesthetic ability, literary imagination ability and writing ability. Film and television resources play a special role in improving students' comprehensive literary ability, which is embodied in the following aspects: First, improving students' listening, speaking, reading and writing abilities. For students majoring in language and culture education in higher vocational colleges, listening, speaking, reading and writing ability is one of the most basic ability goals. Excellent film and television works are accurate, vivid, coherent and fluent, which can take care of the audience's audio-visual habits in combination with the performance of images, and it is easier to stimulate students' desire and demand for language imitation learning than simple text expression. While introducing film and television resources, students are encouraged to learn their superb language skills and apply them to daily communication and writing, which undoubtedly greatly improves the teaching effect.

In addition, some classic recitation videos can vividly show the content of the works. Through the deep interpretation of the reciter, they not only help students deeply understand the content of the work, appreciate the beauty of rhythm, artistic conception and image of the language, but also inspire students to learn the language skills of imitating sounds and even create works. Second, improve the ability of thinking and inquiry. Integrate film and television resources into modern and contemporary literature classes, and guide students to explore questions by discussion, such as "What adaptations have film and television works made to the original novels? What are the pros and cons? " By analogy, it can stimulate students' thinking about the problem, and then ignite students' enthusiasm for reading the original work, and finally solve the problem by means of teacher-student cooperation and inquiry. For example, watching the film Red Sorghum directed by Zhang Yimou, and seeing the segment of "dispensing glue", students reacted strongly. Here, the teacher can ask why the reaction is so fierce, whether the original is presented or shaped by the director, and what adaptations have been made in the film, and then guide the students to interpret and analyze the original. This method not only achieves the purpose of stimulating students to "discover, ask, analyze and solve problems" in their thinking, but also lays a good foundation for improving students' scientific research level. Third, improve the ability of aesthetic appreciation. In poetry, prose and even novels, there are beautiful languages and beautiful images. "Education without aesthetic education is incomplete education." Due to the limitation of their own literary attainments, vocational college students' aesthetic feelings are strongly subjective, and it is difficult to communicate with the deep and restrained beauty of aesthetic objects. Therefore, teachers use film and television resources to provide students with intuitive and vivid aesthetic conditions through the effective cooperation of sound and image, mobilize students' rich inner feelings, guide students to discover beauty, perceive beauty and even dig deep and sincere beauty, make students go deep into the artistic conception of beauty, "look at their words, use their mouths, feel their feelings and intoxicated their ears", and create an infectious teaching situation, so that students can think on the basis of image perception.

"Effective" in Chinese dictionary means "can achieve the expected goal". For teaching, there are three main connotations: "effective", "efficient" and "effective". The effective use of this paper refers to the students' interest in learning, eagerness to learn and initiative to learn after the film and television resources are integrated into the classroom teaching of modern and contemporary literature in China, so as to achieve the predetermined teaching objectives. (A) before class: the rational use of film and television resources. Details are as follows: 1. Carefully screen film and television resources. In the face of a large number of different forms of film and television materials of China's modern and contemporary literary works, we must carefully select the relevant film and television themes and types that are related to the knowledge content of this section, which are loved by students and conducive to the achievement of curriculum goals, and carefully compare, analyze and screen the original text and film and television resources, so as to "screen the film and television resources as much as possible, and the selected works should be recognized as the most representative in an era, a genre and a genre." For example, Lao She's drama Teahouse has been adapted into drama, film and television. The drama version of Teahouse and the movie version of Teahouse, which were created in four different times, are loyal to the original in plot arrangement and language dialogue, while the TV version of Teahouse retains the soul of the original, only because of the needs of the drama series, it adds some people or things that are not in the original. Therefore, when telling Lao She's drama Teahouse, we can choose the 1999 version of the drama Teahouse and its standard subtitles as the film and television resources of this work with good picture quality, close sense of the times and familiar cast. In addition, if some modern and contemporary literary works, such as prose or poetry, cannot be adapted into film and television works due to genre problems, teachers can choose talk shows related to writers and works, video clips to interpret works or cultural popular science propaganda materials to introduce into the classroom as effective supplements to strengthen students' understanding of writers' works or background knowledge. For example, when teaching Shu Ting's poem "Motherland, My Dear Motherland", you can choose the interpretation fragment of this work in the "Pindu" column of Chongqing Satellite TV for teaching.

2. Technical processing of film and television resources. With the development of science and information technology, multimedia teaching has become an effective way to improve the efficiency of classroom teaching. The principle of economy must be fully considered in the integration of film and television resources into multimedia courseware. In order to apply film and television resources to modern and contemporary literature classes economically and effectively, it is necessary to improve teachers' computer-related operation techniques, especially to strengthen video downloading, editing, merging and courseware operation techniques. For example, teachers should learn to flexibly use BT, Thunder, Tang Wei and other software to download online video resources, use Storm Video, WMV, video editing experts or AdobePremiereProCS6 to edit or merge videos to generate short and pithy video materials, and skillfully apply them to the corresponding parts of WPS demonstration courseware or PPT courseware for classroom display, so as to ensure that the teaching process can proceed freely and rhythmically and avoid wasting limited classroom time. For example, when teaching the artistic features of Ru Zhijuan's Lily, its greatest feature is its meticulous description, especially the quilt covered with lilies. Therefore, after students find out the three detailed descriptions of "borrowing quilt", "sewing clothes" and "offering quilt" in the text, the teacher will edit these three wonderful clips in the film before class, play them through courseware and match them with the original description of the novel. Not only can students better grasp the personality characteristics of the new wife highlighted by this detail, but they can also deeply understand the military and civilian fish and water situation contained in the article.

(2) Classroom: Carefully organize film and television resources. All teaching methods are for the purpose of teaching. The film and television resources shown need to be carefully organized and skillfully designed in the teaching process. 1. Introducing new lessons: introducing skillfully to stimulate interest. Learning guidance is the first link in teaching, which is a teaching activity to calm students' emotions, concentrate their attention, stimulate their interest in learning and point to relevant teaching contents in time. Good lead-in design and application is half the success of teaching. Film and television resources can mobilize students' sensory functions in time and attract students' attention with its visual intuition, rich image and rich picture sense. Therefore, the use of film and television resources, through careful design into the classroom, can create a good learning atmosphere and promote effective teaching. For example, before teaching Wang Anyi's Song of Eternal Sorrow, play the trailer of the movie version of Song of Eternal Sorrow. In less than 2 minutes, we should seize the students' attention, stimulate their strong desire to explore the works and promote their book reading. 2. Teaching process: improve the situation and break through the important and difficult points. New teaching is the main link in the classroom. Teachers mainly combine questions and explanations with students' thinking, discussion and exploration to grasp the key and difficult points of teaching. For example, when teaching Yang Mo's novel Song of Youth, students have different views on Yongze's image. The students watching movies think that Yu Yongze is a selfish, fame-seeking, vulgar and obscene hypocrite, while the students watching the original novel think that Yu Yongze is not too bad, and everything is excusable. The difference between film and text makes students collide with the spark of wisdom in asking questions, and teachers need to guide them according to the situation. In the teaching process, the film that Yu Yongze drove Lu Jiachuan away and led to his arrest was introduced to guide students to make a comparative interpretation of the original novel with questions, with special emphasis on the language description of Yu Yongze when Lin Daojing asked Lu Jiachuan where he was going after returning to China. Students will naturally watch the movie clips carefully with questions and compare them with the original description of the novel. This not only effectively breaks through the teaching difficulties and stimulates students' motivation to read the original text, but also plays a certain role in cultivating students' problem awareness and improving their ability to analyze and solve problems. 3. End of the lecture: sort out the knowledge and summarize it systematically. The class ends at the end of the lecture, which is a teaching behavior of summarizing and sublimating the teaching content after completing a certain teaching task. At the end of the lecture, although it only takes 3-5 minutes of a class, it plays an extremely important role. However, in teaching, it is often found that students' attention has been dispersed at the end of teaching, while teachers often end it hastily, which greatly affects the teaching efficiency. At this time, the clever use of film and television resources can shift students' attention to the classroom again, and sum up what they have learned in the classroom, thus helping students to complete the leap from perceptual to rational and enhance their memory of what they have learned. For example, after teaching "Introduction to Modern and Contemporary Literature in China", a 3-minute short film "Introduction to Modern Literature in China" was broadcast, which not only combed the knowledge learned, but also systematically summarized and paved the way for the next class, and concentrated the students' attention, greatly improving the classroom efficiency.

(C) Extracurricular: make full use of film and television resources. In order to effectively save classroom time and improve classroom efficiency, students are encouraged to make full use of film and television resources after class. With the deepening of the integration of information technology and curriculum, teachers can scientifically and reasonably classify some video resources related to the content of modern and contemporary literature courses, such as complete original movies, classic movies, history and culture, popular science propaganda materials, writer talk shows, biographies, etc., and establish a systematic video database to share the resources on the campus network for students to watch and comment in a timely, convenient and effective manner after class. Before teaching a certain content, teachers encourage students to watch relevant videos in the established film and television database or network after school, and read the original text carefully. At the same time, teachers consciously remind students of the details they need to pay attention to and the differences from the original text before watching, and put forward relevant questions in a targeted manner to reduce the blindness of students watching. After class, teachers organize students to write related film and television commentary articles, post-reading feelings or course papers in close combination with the watched film and television content and the results of classroom discussion, which can not only further expand, deepen and feedback the classroom content, but also further improve students' thinking ability and writing ability. For example, before teaching Lu Yao's novella Life, the teacher first encourages students to watch the film Life after class and read the original novel carefully, comparing the differences in the interpretation of characters' language, plot and even connotation, paying attention to guiding students to return to the text, paying attention to the unique language description and profound social connotation in the original novel for thinking, discussion and analysis. Then, after the classroom teaching, students are asked to write a short article about the novel Life. In short, under the background of visual culture, it is an effective attempt to integrate film and television resources into the teaching of modern and contemporary literature in China in higher vocational colleges. But if used improperly, it will be counterproductive. We should pay attention to text explanation, supplemented by film and television teaching, avoid replacing the original with pictures, and strictly control the frequency and specific duration of use. In a word, we should adopt a dialectical attitude and learn from each other's strong points to really improve the teaching quality and achieve the teaching objectives of the course.