Film was originally invented for entertainment, but it is successfully used as an active educational mediation in China. Seeing film was arranged as a regular course like math and language, and included in regular school programs. It becomes Film Course. This article introduces the fact of film course experiment in China, how films are selected and arranged, how to use film course to improve students' school achievement, as well as develop holistically. It turns out that film course is an effective way of attracting students back to school and enhancing their learning enthusiasm.
Get full access to this article
View all access options for this article.
References
1.
BaileyD. H.LedfordB. R. (1994). The feature film as an instructional medium. International Journal of Instructional Media, 21(2), 147–155.
2.
CutchinD. (2003). Adaptations in the Classroom: Using Film to “Read” The Great Gatsby. Literature Film Quarterly, 31(4), 295–303.
3.
FanB. (1994). Hating-study problem of secondary school students and its treatment strategies. Journal of Urumchi in Service Education College. 2, 20–22,
4.
HammerR.KellnerD. (2000). Multimedia pedagogy and multicultural education for the new millennium. Religious Education, 95(4), 475–489.
5.
HuntS. (1997). Film and media education. Cinema Journal, 36(2), 106–109.
6.
JamesS. (1996). Educational media and ‘agit prop’: I. The legacy of Vertov. Journal of Educational Media, 22(2), p111–123).
7.
McCullickB.BelcherD.HardinB.HardinM. (2003). Butches, bullies and buffons: Images of physical education teachers in movies. Sport, Education and Society, 8(1), 3–16.
8.
MichaudE. (2002). Got a problem? feeling bad? Go to the movies!Prevention, 54(2), 114–119.
9.
ShiJ. (2002). Movie and child development. Educational Century, 2, 84–87.
10.
SunY. (2003). Golden childhood extends in film. In WangZ. (Ed.). Experiment of film course in China (p. 198). Beijing: Higher Education Press.
11.
WangS.WuJ. (2003), To train film courses teachers with new teaching capacity. In WangZ. (Ed.). Experiment of film course in China (p. 205). Beijing: Higher Education Press.
12.
WangZ. (Ed.) (2003). Experiment of film course in China. Beijing: Higher Education Press.
13.
WuD.HongX.XieZ. (1997). Analysis of emotion of hating-study problem of secondary school students and its causal factors. Chinese Journal of Mental Health in School, 18(4), 284–285.
14.
WuZ. (2003). Film course is a creative learning pattern. In WangZ. (Ed.). Experiment of film course in China (p. 199). Beijing: Higher Education Press.
15.
YaoL.YinH. (2001). Investigation and analysis on the hating-study problem of the college students. Journal of Lanzhou University (Social Sciences), 29(6), 157–161.
16.
ZhaoD.YanX. (2003). Film course is an engraver of shaping beautiful heart of children. In WangZ. (Ed.). Experiment of film course in China (p. 200). Beijing: Higher Education Press.
17.
ZhangM. (2003). Enhance morality education with film course. In WangZ. (Ed.). Experiment of film course in China (p. 201). Beijing: Higher Education Press,
18.
ZhuangW.LiuA. (2002). An investigation of learning-hating of trade school students. Chinese Journal of Behavioral and Medical Sciences, 11(4), 457.
