Three drafts of the first grade art lecture in primary school

Introduction Art teaching can emancipate students' minds, stimulate their initiative and improve their ability to solve problems. Therefore, we must attach importance to the importance of art in students' education, and not just let students pursue scientific theories. Artistic feelings are equally important, and * * * is an all-round talent. The following is the relevant information of the third draft of the art lecture for the first grade of primary school, hoping to help you.

1.

"Tropical Fish in Flower Clothes" I. teaching material analysis:

1, teaching content: fish are our friends. In children's world, fish is the object they are familiar with and like to express. The new curriculum advocates that art classes should be combined with students' life experience. Therefore, this activity mobilizes students' storage knowledge of the ocean and fish by letting them watch cartoons and play games, guides students to learn the folding method of tropical fish from shallow to deep, and decorates them by adding pictures and pasting, making tropical fish with different shapes and colorful colors, encouraging students to boldly express distinctive fish shapes, thus promoting the formation and development of students' personality.

2. The position and function of this course in the whole knowledge structure:

Tropical Fish in Flower Clothes is an art class with the characteristics of appreciation, cooperation and interaction. Prior to this, students have been exposed to painting with tools such as pigments and colored pens, and using hand-made materials such as colored clay and colored paper to express pictures, and have mastered some basic origami methods. Based on this, this lesson allows students to create by folding, tearing, cutting, pasting and painting. Show beauty in practice and create beauty.

3. Teaching emphases and difficulties:

Teaching emphasis-by guiding students to appreciate and observe all kinds of fish, master the method of pulling and folding, and feel the beauty of fish and nature.

Difficulties in teaching-learning how to fold tropical fish, especially how to cut, pull and paste a square into the shape of a fish during folding.

Second, the analysis of learning situation:

First-year students have a preliminary understanding of art tools and materials, have a certain grasp of the use of different materials and tools, and will use simple lines and color blocks to express what they know. Most children are only children now. They have a wide range of ways to receive information, active thinking, rich imagination and strange associations. They are self-centered and like to express their pictures freely according to their own ideas. Strong curiosity, love to express themselves, but poor hands-on ability, can only use simple tools and painting materials to express their ideas naively. The lesson "Tropical Fish in Flower Clothes" is to let them express their ideas freely in a relaxed and happy atmosphere, which is in line with the characteristics of students' development.

Third, the teaching objectives:

According to the understanding of the textbook and the students' situation, the teaching objectives of this course are determined:

Cognitive field: guide students to appreciate the beautiful underwater world and let them learn the method of stretching and folding.

Operation field: Learn to use folding, tearing, pasting, painting and other means to make fish on various materials and exercise hands-on ability.

Emotional field: let students be influenced by beauty in the process of appreciation, know how to cherish nature and care for life in hands-on production, enhance students' love for nature and sense of responsibility for protecting nature, and stimulate students' awareness of human ecological protection.

Fourth, the analysis of teaching methods:

1, observe comics to stimulate interest in learning.

2. Appreciate the pictures and know the shape of the fish.

3. The game of making fish enlivens the classroom atmosphere.

4. Demonstration production method.

5. Create situations and stimulate creative potential.

The design of teaching process of verb (abbreviation of verb);

1, introducing animation to stimulate aesthetic expectation.

Ron Feeder of the United States said in Creativity and Psychological Development that designing a class requires curiosity and imagination. When I saw the pictures of this lesson, I couldn't help thinking of the sea world. Therefore, I believe that children must be as eager to enter the magical seabed and see beautiful tropical fish as I am. In the introduction, I firmly grasped the students' hearts by creating situations.

"Son, have you ever seen the sea? Yes, the blue sea is endless, but when the waves roll on the sea, the bottom of the sea is another scene. Do you want to travel around the beautiful and magical underwater world with your teacher? " The teacher's attractive language, followed by Finding Nemo, attracts students' vision and hearing, makes them enter the situation, makes them miss and yearn for it, and stimulates students' interest in learning. After enjoying it, let the students talk about the protagonist in the sea. The students scrambled to push the classroom atmosphere to the first climax. So today's learning theme-"Tropical Fish in Flower Clothes" was successfully announced. From comics to topics, from students

2. Appreciate the fish and feel its characteristics.

First of all, I use courseware to show all kinds of tropical fish swimming in the ocean, so that students can observe with questions in the process of appreciation, and then choose a fish they like to talk about. When the mouse moves to the picture of each tropical fish, the fish will stop obediently, and students can carefully observe the geometric shape of the fish-triangles and beautiful colors and patterns. Let children know the structure and characteristics of fish, and with the unique nature of children, the creative language will be more vivid and expressive.

3. Cook fish and start the creative process.

The diver and his submarine "tropical fish" surfaced: "Skillful hand, origami fish. Which group of children can get on our submarine after reading the schematic diagram? " Here, I still use the method of cleverly creating situations to let students establish their interest in inquiry.

Yuan Guiren said in his works: "The most important thing to cultivate innovative spirit and ability is to encourage and support students ... to do and experiment by themselves. People who have no practical ability will never become innovative people. " Practice produces true knowledge, and it is only an armchair strategist to talk about the cultivation of innovative spirit and innovative ability without social practice. "In my art class, I have been trying to create an open laboratory atmosphere-I am afraid that students will fail, but I am afraid that students will not do it. Sometimes, students may try and get nothing, but this is a natural process of learning, so I never blame students for their failure.

I gave each group a piece of cardboard and asked them to study the method together against books. Students have many questions. On the basis of students' exploration, I began to demonstrate. When the students master the method, divers will invite everyone to board the submarine and play games with the fish. In this way, students are immersed in the situation of the underwater world created from beginning to end, so that students have the feeling of being there and inspire them to explore.

4. Play with fish and draw fish, and walk into the world of fish.

After successfully boarding the submarine, I asked the students to put on their own tropical fish and imitate "fish swimming". Children have their own desires. Ask the students to express fish in body language. This link not only enlivens the classroom atmosphere, but also lays the foundation for students to show fish more vividly in the following process. At this time, I appeared wearing a big colorful tropical fish headdress. The children immediately noticed that it was different. Then I showed a special courseware: changing the picture of fish from black and white to color, which made students feel the difference before and after invisibly and stimulated their creative desire. Then: "Kid, what method will you use to dress the fish in beautiful clothes?" "Use colored strokes; Cut and paste with colored paper; It can also be decorated with colored mud. " Next, the teacher divided the students into several groups, and each group was assigned to a big fish tank with beautiful aquatic plants and coral cut out of paper, to see which group was filled with fish first.

Put up a wall chart of four big fish tanks.

Sixth, classroom evaluation.

1, comment on fish and analyze fish, and share creative happiness.

Students stick their beautiful fish on the big fish tank on the blackboard, and teachers and students enjoy it together. Let the students evaluate each other first. What kind of fish do you think is the most beautiful? Guide students to evaluate from the following aspects: whether the collocation of colors is appropriate, whether the change of modeling is vivid, and whether the use of materials is unique. Then teachers and students evaluate each other, teachers affirm students' evaluation, excellent works are praised in time, and unsatisfactory works are encouraged, reminding us to pay attention to overcoming these shortcomings and avoid weaknesses in future homework. A small work is a small soul's exploration of the world. Its unique imagination, bold conception, free technique and unrestrained color are the most touching and wonderful values of children's works.

2. Prose appreciation and extension.

Teacher's words: children, we have just enjoyed the beauty of the underwater world with our eyes and created it with our hands. Now, let's close our eyes, feel the beauty of the underwater world with our ears again, and enjoy the musical sketch Underwater World. Students once again appreciate the beautiful scenery of the seabed endowed by nature, integrate literature and music into art classes, cultivate students with beauty in many ways, and let them further understand the sea and broaden their knowledge.

2. Art lecture notes for the first grade of primary school

"Drawing a Car" I. Talking about the textbook:

Teaching objectives

1. Knowledge goal: observe, analyze and learn about cars, learn to summarize and show the appearance characteristics of different kinds of cars.

2. Ability goal: in the process of observing and analyzing automobile performance, cultivate students' image perception and thinking ability and develop students' comprehensive learning ability.

3. Emotion, attitude and values: cultivate students' interest and emotion in learning and realize the interaction between teachers and students.

Teaching emphases and difficulties:

The appearance characteristics of different kinds of cars represent different cars.

Teaching preparation:

Keywords picture wall chart, colored paper, car marker,

Second, the basis of teaching plan design:

1. The principle of happy teaching holds that in a happy, relaxed and pleasant atmosphere, students' active thinking will be limited and their learning potential can be fully exerted.

2. Design the course content according to the course concept, how to present the course content in the teaching materials, whether to make it easier for students to accept and like this course, and lay a good foundation for students' active, exploratory and cooperative learning methods.

Third, teaching methods and learning methods:

As the master of learning, students have strong learning potential, and there are various ways to learn, so I can adopt various methods when I reach the design and application:

1. Design the teaching content as a case study to let students know what it is. Understand teaching materials, materials and how to create them. Through case teaching, students can learn advanced knowledge and skills and thinking methods of art learning. And become a typical example.

2. Design the teaching content as problem-based learning, and design the knowledge as a problem in the learning situation, so as to inspire students' thinking and make them actively explore and communicate. Discover and internalize knowledge in the process of discussing and solving problems to build knowledge.

3. Design the teaching content as project learning, so that students can learn in interesting learning situations.

Four, teaching program design theory:

1. Create a scenario and introduce a new course.

The teacher and the students look at the car drawn by the teacher together. (stick figure van) What car? Want to learn pictures? Introduce learning and writing on the blackboard.

2. When teaching a new class.

(1) Find the difference in the diagram:

Show the wall chart and ask the students to find the similarities and differences. From the outside, they have the same place and different characteristics. (Students find out the similarities and differences) The teacher summed up the similarities: everyone has a front, a body and wheels. The difference is that fire trucks and oil tankers have ladders, oil tankers pull oil, and fire trucks pull water.

(2) Analysis of vehicle components:

Students summarize that there are wheels, buckets and handlebars.

The teacher's summary consists of three parts: head, body and wheels, but it consists of four basic parts: engine, chassis, body and electrical appliances. Let's understand these first, and then continue to understand them later.

(3) Appreciate the works in the book:

Let's enjoy the patterns in the book. What kind of cars are they? (Student answers) What colors and materials are used to appreciate students' works? (Student answers) Watch carefully which car you have seen and tell me what skills he has. (Students recite answers)

What car are you going to draw? What's his skill? Who will say (students answer their own ideas)

Students draw, and the teacher instructs the teacher to encourage students to innovate. If it is really not possible, copy the works in the book, students create, and teachers patrol and guide (solve problems in time when found).

Students introduce their own works, and teachers evaluate them. The teacher summed up the learning content of this lesson and assigned homework.

After-school development:

(1) Go home and look for information. The logo of the car? You can check a sign.

3. Art lecture notes for the first grade of primary school

1. teaching material analysis's "Little Chef" is the content of lesson 16 in the first volume of the standard experimental textbook for compulsory education. This is a comprehensive modeling performance course. According to children's psychological characteristics, the textbook selects children's favorite food as the theme, which is close to students' life. Based on students' practical activities and social practice, it organically links art with life, experiences the fun of art from different angles, and enhances students' confidence in learning art.

Second, the design concept:

This process allows students to actively participate in learning, find problems independently, find knowledge points, find learning methods and experience learning fun in practice. Teachers only play an auxiliary and guiding role, giving students autonomy in the classroom, allowing students to discover, explore and study problems themselves, and making students the masters of the classroom.

Third, the teaching objectives

1. Emotion, attitude and values: Let students experience the pleasure brought by artistic creation activities by making food. At the same time, guide students to use discarded waste materials and plasticine, and let them know that many things can be recycled.

2. Process and method: By appreciating the pictures, let the students explore the basic forms and preparation methods of food. Feel the characteristics of various materials, enter the role of "arrogant little chef" and explore the clever use of various materials to express your favorite food.

3. Knowledge and skills: Make use of the characteristics of various materials to make things you like. Feel the beauty of food art and learn how to appreciate food. Cultivate students' love for labor

Fourthly, the difficulties in teaching.

Key point: Learn to make all kinds of things from materials in life (such as paper and plasticine).

Difficulties: innovative use of materials, fine production methods.

Teaching methods: appreciation, teaching, demonstration, discussion and practice.

Sixth, teacher preparation: courseware, making works.

Seven. teaching process

(1) Appreciate observation and stimulate interest.

The famous educator Suhomlinski said: "The perception and understanding of beauty is the core of aesthetic education and the main point of aesthetics." Art is image art, and its beauty lies in the image of artistic works. Art without image is not art. Observing with eyes is the premise of perceiving and understanding art. It is an important task of art teaching to train students to really observe, let them have a pair of eyes that know how to appreciate and benefit them for life. Therefore, I stimulate students' interest through my favorite food. In the classification outline, there are three pictures about things for students to answer and choose, so as to understand the simple classification of food. Through food, we can draw out the cooking style of the chef in the video, let the students feel the smell of the chef, and thus draw out the little chef with topic breath.

(B) to understand the food in life

When appreciating food in life, let students know the classification of food and let them talk about its characteristics and colors, which makes it easier for students to remember various structural features. Teachers play a guiding role in this link. Exaggeration is an important psychological feature of primary school students. Praise makes students feel the joy of learning progress, get psychological satisfaction from it, and thus produce positive emotions. So when students find out which food corresponds to which type, I will give them praise, so that students can have a happy and proud emotional experience.

(3) Enjoy the demonstration

In this step, I adopted the method of demonstration and appreciation, so that students can intuitively appreciate the "dishes" cooked by the teacher. Students have the urge to cook when they see all kinds of food sent by their teachers. Due to the limitation of primary school students' cognitive ability and expressive ability, in the appreciation of art works, teachers sometimes need to guide them step by step and solve problems through the process of analysis, communication and feeling, so as to achieve the purpose of appreciating the works and understand them more deeply. Therefore, in this link, let them appreciate what materials and methods are used to make the "food" made by the teacher, let the students know the materials and methods of making the "food" through watching, and then let the students see the steps of my making process, and understand that it is beautiful to put it neatly through appreciation. Let them not only make it look like it, but also put it beautifully in the production process.

(D) Students' creation

"Interest is a teacher." So I asked them to put on the chef's hat and cook good food, which inspired their enthusiasm. According to the characteristics of art, making method is a major practical activity in the learning process, which can enable students to consolidate and improve their knowledge and skills. After learning the knowledge of trees, students create in their favorite way and encourage them to create boldly. Students play relaxing music to adjust the classroom atmosphere.

(5) Evaluation

The most eager need in human nature is the desire to be affirmed. Because students have different perceptions of proportion, they have a weak overall grasp of form. The evaluation of students' works should vary from person to person, and more attention should be paid to students' learning attitude.

In this link, I use the method of appreciation, in order to find out the similarities or differences between the works and promote the understanding of the objects of appreciation. Comparative appreciation has special novelty and depth because of the comparison of the objects to be appreciated. In specific teaching, if we can make full use of the comparative appreciation method to guide students to compare the content, form, skills and even styles of works horizontally, it will be more vivid than empty analysis, explanation and preaching, and it will be easier for students to be inspired, thus deepening their understanding and stimulating their learning initiative.

(6) expansion

Through this link, let the students know that in fact, in addition to colored paper, we can also use a lot of waste to make food, and show the food made of sponge foam to the students. After class, students can use other wastes to make some food you like.

This is the content of my speech today, thank you.