(12.5) On how to cultivate young people's innovative ability in photography teaching.

In photography teaching, innovative consciousness and creativity are the teaching objectives, and "innovation" is the foothold, so as to cultivate and train students' innovative thinking, help students to form creative thinking, observe all kinds of things in the world from a unique perspective, shoot with creative thinking, and produce unique views on the same scene. The same scene is shot in different ways, and the same subject uses various expression techniques. I will talk about my own methods on how to cultivate students' innovative spirit in photography teaching. First, it is very important to stimulate students' thinking in group activities, which is very important for students to have innovative ability and cultivate their creative thinking. Creative thinking activity is the decisive factor to bring people's creativity into full play and to form creative achievements. It can be said that creative thinking is the core of creativity. It is a thinking process that breaks through traditional thinking habits and solves problems in a novel and unique way. This kind of thinking often makes people produce unique insights and bold decisions, and get unexpected results. The process of creative thinking should be composed of six elements: divergent thinking, image thinking, intuitive thinking, time logic thinking, dialectical thinking and horizontal and vertical thinking. How to cultivate creative thinking, first of all, teachers should break the traditional mode of telling stories and inculcating lectures, and encourage students' creative thinking through guidance and prompt analysis. On the basis of certain knowledge, students observe things from a unique perspective, and combine image thinking with divergent thinking to draw inferences. Therefore, when I carry out photography group activities, I should not only teach the basic knowledge of photography, but also constantly activate students' thinking. (1) Creating problem situations to stimulate students' interest can stimulate students' learning motivation, trigger students' cognitive conflicts, and actively think about problems, thus improving students' interest in learning. The relationship between photography teaching effect and interest is still outstanding. Students who have a strong interest in photography will take the initiative to observe, think positively, try shooting from different angles and different scenes and enjoy it; Students who are not interested will only take pictures as a record of things. Therefore, the methods I often adopt are: introducing the old into the new, and communicating to attract interest; Reveal contradictions, ask questions and be interesting; The story begins, arousing interest; Create suspense, stimulate interest, etc. For example, teaching photography should have a distinct theme, so I use a series of photos of students' activities on campus to form a short story. I tell stories and show photos at the same time. The students were very interested, listened carefully and were deeply impressed by the photos. When analyzing the theme of the photo, the students expressed it accurately. Because of students' interest, students' curiosity is grasped and their enthusiasm for actively exploring knowledge is stimulated. Under the guidance of the teacher's inspiration, students' thinking was opened and their thinking was suddenly enlightened. (B) create questions to encourage students to think about the ancient saying: "Skeptics have a chance to wake up." That is, doubt is the starting point of knowledge, the thought of discovery, the driving force of exploration and the premise of innovation. Only by daring to think about problems can we create new ideas, new knowledge and new methods in a unique and novel way of thinking. In photography teaching, we must change the practice of developing students' collective thinking, break through the shackles of fixed thinking, take divergent thinking as the breakthrough point and breakthrough point, awaken students' problem consciousness and stimulate students' innovative thinking. I present problems properly in teaching, inspire students to think and let them "jump up and pick peaches". When teaching shooting angles, I didn't directly tell the students what angles they had and how to use them. Instead, let the students compare several photos of the Temple of Heaven and inspire them to think about why the shooting effect of the same scene is completely different, and the strong visual effect impacts the students' visual nerves. Students often take positive photos with the theme of the Hall of Prayer for the New Year. Observing the photos, we found that there are some methods to shoot different sizes of prayer halls from different angles with people as the main body. At the same time, some students pointed out that people can hold the Hall of Prayer in their hands in the aisle (from near to far, shooting from a small angle), and students can find out the best shooting time and angle through comparative thinking and comprehensive summary, and produce their own shooting ideas. This further opens the floodgates for students to explore and arouses their strong interest and thirst for knowledge. Students can observe and think from multiple angles, gain a variety of ideas, get rid of stereotypes, empathize and explore new shooting methods in the process of seeking common ground while reserving differences. (3) With the help of "physical substitution", multi-angle thinking is triggered and some radiation psychology is formed. It tells us that "using prototype" is a way to cultivate students' divergent thinking. Any innovation is formed due to some inspiration, and teachers should be good at guiding students to think, imagine and explore with the help of "prototype". This is a transplanted idea and a divergent thinking method. However, in photography teaching activities, especially in indoor teaching, the subjects are limited, so I use apples as substitutes and borrow physical substitutes to stimulate students' exploration and cultivate their imagination. When teaching the problem of how to make the picture simple when shooting in the park, I use apples instead of characters, put two apples on the desktop, and let students think about how to make two apples into one. Students can find the best direction and angle to practice, and find that when choosing two apples on the same line, the apple in front can block the apple behind. Since two apples can become one, when there are many people in the park, you can also use the method of occlusion to reduce the characters in the picture and make the picture simple. The students are very interested, which leads them to think from different angles. The students also found out how to shoot two apples that are not adjacent to each other into apples that are closely adjacent to each other, which led to how to shorten the distance between the two characters when shooting the dialogue. In the process of physical substitution, students opened the door of imagination, explored their own methods and gained innovative thinking. Second, in practice, protecting students' innovative and democratic teacher-student relationship and harmonious classroom atmosphere are the guarantee for developing students' creative thinking. Mr. Tao Xingzhi pointed out: "Democracy is the best condition for creativity. If creativity is greatly developed, only democracy can do it, and only the purpose and method of democracy can accomplish such a great event. " To cultivate students' creative thinking ability, we must first create a democratic, relaxed and harmonious teaching environment and atmosphere. Photography is a practical course, which can't be confined to the classroom. Walking out of the classroom, into life and into society is an important part of photography class, and it is also the best way to make students feel happy and active. Therefore, the way I often adopt is "classroom-campus-family-society-classroom", so that students can practice more and innovate in practice. For example, when shooting the content with the theme of humanistic Beijing, I asked students to observe and look for it from campus, family, community and other places, and then the students discussed the bright spots they found together. When students communicate with each other, there will be differences if they have strange views. Usually, I don't deny students' ideas, but encourage students to practice and shoot, show what they want to express in different shooting ways, show their works and encourage students to try boldly. "Great!" "Good", "progress" and so on to express my concern and praise for his creation. Only in this way can students' personalized creativity be tapped to the maximum extent and their innovative consciousness be protected. It is a never-ending task to experience the pleasure of success and innovate again. After students have created effectively, teachers should stimulate students' re-innovation, rekindle their enthusiasm for creation, and let them sum up their experience and re-create while experiencing the pleasure of innovation in the previous stage. In this process, we should encourage and guide them to think from multiple angles in order to get different works again. I encourage students to take part in all kinds of photography competitions, regardless of success or failure. When the students get achievements in the competition, I give praise and affirmation, and summarize and evaluate the reasons why his works won the prize. In this digital age, if you want to shoot distinctive works, you must innovate. Award-winning works usually stand out because of their novel ideas, different expressions and bold and exaggerated expressions. Therefore, while experiencing the pleasure of success, his subjective initiative has been fully reflected, his personality has been developed, and his creative thinking and innovative ability have been cultivated and improved in photography activities. Every student has a desire to show success and wants to experience the joy after success. Therefore, I often make students' photographic works into exhibition boards and hold exhibitions of photographic works for all parents and students who come to the Science and Technology Museum for training. At the same time, it can also be affirmed by parents and students. Let every student experience the joy of success, feel their own value, taste the fun, and then continue to create and shoot, so as to continue the cultivation of creative thinking and improve students' innovative ability. Einstein once said: "Solving a problem may be just a mathematical or experimental skill, but it needs creative imagination to put forward new problems, new possibilities and look at old problems from a new angle, which marks the real progress of science." Photography is shot from a special angle, and the creative process of photographic works is the process in which students' innovative ability is discovered. In the process of learning photography, students not only develop scientific thinking habits, but also can observe, put forward, analyze and solve problems with scientific attitudes and methods, and can also improve aesthetic taste and cultivate sentiment.