Research On The Practice Of Junior High School Stop Motion Animation Teaching For The Cultivation Of Innovation Ability

In recent years,the rapid development of science and technology has made the cultivation of innovative talents a modern-day burden.China Education Modernisation2035 requires us to strengthen the cultivation of students’ practical,collaborative and creative abilities.We need to be innovation-oriented and actively explore ways to cultivate innovative talents.With the development of multimedia video technology,stop-motion animation is gradually coming into the public eye.Stop-motion animation can cultivate students’ creative thinking and practical skills,allowing them to develop in an all-round way.How to ensure that the creative teaching of stop-motion animation is practically applied? Against this background,this study develops a process for teaching stop-motion animation in junior high schools to foster creativity and,through practical optimisation,explores how stop-motion animation teaching can foster creativity in junior high school students and promote the development of innovative talents in China.This study uses research methods such as literature review,action research,classroom observation and questionnaires to provide a theoretical basis for designing a middle school stop-motion animation teaching process that focuses on fostering creativity,and to rationalise practice in response to relevant research needs.Following the guiding ideas of constructivism and "learning to teach" theory,a "stop-motion animation" teaching process for teaching computer science in senior secondary schools was developed and implemented,including the following: three and six stages.The process consists of three stages: "Explore,Create and Repeat";and six stages:Constructing Objectives,Analysing Examples,Developing Scenarios,Creative Implementation,Presentation and Evaluation,Reflection and Repetition.The learning tasks are progressive and the thinking progresses from shallow to deep.Using the three stages and six phases of the learning process as a guide,three rounds of action research were carried out with 39 students from class H7 at this secondary school.The students went through three stages: setting lesson objectives and analysing work samples,developing scenarios and filming animations,presenting and evaluating their work,and creating animations using Osborne’s checkpoint approach.Before and after the three phases of the action research,subjects were tested using the Williams Creativity Disposition Scale and data were quantified and analysed using classroom observation forms,work evaluation forms and post-session interviews to test the scientific validity of the process.Finally,it was verified that the secondary stop-motion animation teaching process developed in this study,which focuses on developing students’ creativity,is effective in enhancing students’ creativity and has a positive impact on learning outcomes.It is also verified that the secondary school stop-motion animation teaching process developed in this study,which focuses on fostering students’ creativity,is effective in enhancing students’ creativity and has a positive impact on learning outcomes.By focusing on the development of students’ creativity in the learning process,this study is hoped to be a model for teaching practices to improve students’ creativity in high school IT stop-motion animation classes.