Appreciation of the design material works of photographic composition course?

As a practical subject, photographic composition will basically face the problem of how to apply the relevant theori

Appreciation of the design material works of photographic composition course?

As a practical subject, photographic composition will basically face the problem of how to apply the relevant theories of photographic composition creation to shooting practice in the actual teaching process. The following are the design materials of the photographic composition course and the teaching contents and methods of photographic composition.

The design materials of photographic composition course The organization of the teaching content of photographic composition is based on the principle of prominent focus, rationality and order, and the contents that need to be explained are strung into an organic whole, emphasizing the natural connection of each chapter to prevent the concept from being divorced from the teaching content. It is necessary to build a complete and clear framework for students, so that students can clearly see the whole curriculum and master specific theories and technologies.

The course Photogrammetry mainly follows the main lines of single image analysis, double image analysis and multi-image analysis, and arranges the main contents, relevant theoretical basis and methods. Table 1 is the teaching content table of the course.

Teaching methods of photographic composition 1. Problem-based teaching method

Compared with the traditional "spoon-feeding" teaching method, the problem-based teaching method can better cultivate students' innovative thinking and is an effective method to improve the teaching effect and quality. In the course of Photogrammetry, according to the basic principle of problem-based teaching method and following the principle of "choosing problems-discussing problems-solving problems", after the end of the course of double-image analysis, aiming at the geometric positioning of stereo image pairs, an exercise class of "double-image analysis of Photogrammetry" was set up to guide students to comprehensively apply their learned theoretical knowledge, realize three methods of double-image analysis, and cultivate their ability to analyze and solve problems.

On the basis of explaining the single image intersection in the back space, the intersection in the front space, the absolute orientation and relative orientation, and the overall solution by the double image beam method, the teacher explained in detail three double image analysis methods, namely, "the intersection in the back space-the intersection in the front", "the relative orientation-the absolute orientation" and "the one-step orientation method * * * the beam method * *", and made a comparative explanation of the use conditions, advantages and disadvantages of each method. On this premise, three different stereo image pairs are designed.

Leave some extra-curricular preparation time for each group of students, let them sort out their ideas according to the double image analysis method selected by each group, and the representative will explain the specific calculation steps in class. Teachers promptly clarify some shortcomings and areas that need improvement in the process of students' explanation, and at the same time answer new questions raised by students. Finally, according to the three stereo image pairs designed, the advantages and disadvantages of the three schemes are comprehensively compared again, and the application conditions of each method are emphasized.

2. Case teaching mode

The case needs a complete operation process from design, implementation to result processing, involving deep and wide contents. The application of case teaching method in photogrammetry teaching can improve students' independent thinking ability and self-solving ability, and stimulate students' enthusiasm and curiosity for autonomous learning.

The course is based on explaining the basic principle and detailed calculation process of the * * line condition equation method for the rear intersection of single image space. Leave some extra-curricular time for students to draw computer program flow charts and basic flow charts on the basis of mastering the basic theory of space rear rendezvous. Then concentrate on programming experiments in the laboratory, using computer languages ***VB, C, Matlab, etc. And the computer language is not limited to * * * to write the single image space rear intersection program. According to the data of the exercises in the textbook, let the students get the external orientation elements in their own programs, see if the results of the programs are calculated correctly, and verify the correctness of the programming. Guess you like: