Reflections on the teaching of fish swimming in the first grade

This lesson is the content of the first volume of "Grade One of Primary School Art" published by People's Education Publishing House. Fish in nature have various shapes and colors. Teachers should guide students to appreciate beautiful fish, induce them to express their desire for fish, and inspire them to draw, cut, tear and pinch beautiful fish with their own brushes, scissors and dexterous hands, and make friends with them. Students should be bold, imaginative and richly decorated, and give full play to each student's personality in the creative process.

Student analysis:

1. Thinking: The thinking of junior students is more active and active, and they love to express themselves. They can express their ideas childishly through pictures, paper-cutting and tearing.

2. Understanding of the textbook: Students often encounter all kinds of fish in their lives, so they are particularly familiar with and love fish.

Teaching philosophy:

Respecting and protecting students' personality is the basic feature of the new curriculum standard. The choice of expression forms in art learning is bound to be influenced by students' personality. Art class should guide students to form social values while trying to protect and develop students' personality. When appreciating the fish in nature and the works of outstanding students, this course encourages everyone to express their unique views boldly, explore their own methods and materials, and create works with unique personality. In the emotional field, we should take students as the main body, actively arouse students' curiosity and thirst for knowledge, adopt the teaching mode of teacher-student interaction, student-student interaction, emotional interaction and dynamic generation, creatively implement dynamic teaching, and cultivate students' painting personality and free and unique expression.

Teaching objectives:

1. Cultivate students' interest in learning art and create conditions for students to feel, express, pursue and create beauty.

2. Guide students to analyze the structure of fish, and guide students to boldly exaggerate all kinds of fish. Increase students' knowledge, know how to use nature, and cultivate students' awareness of environmental protection.

3. In the process of drawing, cutting and tearing, let students experience the beauty of art and improve their aesthetic ability and cooperative spirit.

Teaching focus:

Guide students to feel the beauty of fish and express the beauty of fish in their favorite way.

Teaching difficulties:

Boldly exaggerate, refine and summarize the image of fish, and expand students' ability to express fish.

Teaching preparation:

Student: Markers, scissors, plasticine, glue, colored paper, etc.

Teacher:

Large screen, courseware (cartoon clips about fish, all kinds of fish in life), teaching AIDS (fish headdress), model works, etc. Students are divided into four or six groups 1.

Class hours:

first kind

Teaching process:

First, stimulate interest (riddle introduction) and reveal the topic

The teacher gave the students a riddle. Please guess what animal it is! (flowered clothes, streamers; Small, not too big, round, angular, square; Have a mouth, don't talk; Without feet, you can play; Children, love it and laugh at it. Xiaohua Mall loves it even more. When he sees it, he reaches for it ...)

Students guess that the riddle is a fish.

(Design intention: According to students' age characteristics and cognitive characteristics, grasp students' interest points in the form of riddles, and turn this interest into a lasting emotional attitude. )

Please listen to "the pleasure of fish swimming". What's that noise?

Health: the sound of fish swimming.

Let's do fish swimming together, shall we? The classroom merged into a Wang Yang. )

Today we are going to learn the lesson "fish swimming". (Posting WordArt)

(Design intention: The interaction between teachers and students in music embodies the characteristics of art class, which is relaxed and happy; It also reflects the equal communication between teachers and students in classroom teaching; And naturally it leads to the topic. )

Second, observation and perception, discussion and exploration.

1, the music is getting lighter and the teachers and students are talking. Do you like these lovely fish?

Let's walk into the world of fish together today.

Ask the students what fish they know. After class, the students exchange their handicrafts of drawing fish and their little knowledge about fish. (Intra-group communication → Inter-group communication. )

2. Show some real and beautiful fish in life on the big screen. "Let's go and see their partners together." Accompanied by beautiful music, there are close-ups of various fish. After seeing so many wonderful and beautiful fish, do you have anything to say?

The students answered.

These colorful and beautiful fish aroused the association of artists. How do they express fish? (Look at the courseware)

Analyze the beauty of fish, what a beautiful elf! Come on, compare them and talk about their beauty?

Students exchange and express their opinions: the beauty of fish in appearance, pattern and color. (Improve aesthetic ability and analyze beauty)

The teacher summed up: the beauty of appearance, the beauty of pattern and the beauty of color. So people call it "swimming flower".

Design intention: Let students exchange fish knowledge in groups, learn from each other and enhance their feelings. Let them compare the fish in nature with those painted by painters, feel the beauty of fish, and cultivate children's observation, analysis and appreciation abilities. And have a further understanding of the shape of fish. )

Fish is the most beautiful, why? Ask the students to judge the most beautiful fish and explain the reasons.

What is this? (display display board)

Sea! There are blue sea water, green grass and white coral ... Is it nice? Would you please put your colorful and beautiful fish in the sea for fun?

Instruct students to decorate a beautiful "underwater world" on the fish: If you were a small fish, how would you feel now? Let's listen carefully to what you are saying!

Students express their opinions and opinions.

Let the students experience the feeling of being a fish together. (Play music) Students put on the headdress of the fish, take a deep breath and swim with the fish in the background of the ocean.

Some people keep catching fish when they see how beautiful they are. Is this right? Why?

The students are arguing.

Teacher's summary:

What a beautiful fish! What a beautiful ocean! Not only can't catch fish casually, but also advise others not to catch fish, love fish and be their friends. Love the ocean and don't destroy the ecological balance. Let our ocean be more beautiful, and let the fish swim freely in the water, swim and swim! (Infiltrating environmental education).

(Design intention: let students evaluate each other's homework and give reasons, so as to cultivate students' aesthetic ability and language expression ability; By expressing their feelings and experiencing the feeling of being a fish, children's feelings have been deepened and sublimated, so that students can feel the joy of success and the beautiful feelings between man and nature and small animals. )

Teaching reflection:

Student-centered activities: In this class, various student activities are arranged, including individual, group and class activities, teachers' guidance, and students' independence or cooperation. Activities have clear objectives and requirements, arranged in a certain situation, highlighting the cultivation of students' interest in learning art, the use of courseware (cartoon clips about fish, all kinds of fish in life), teaching AIDS (fish headdress), model works, wall charts, etc., creating conditions for students to express beauty, pursue beauty and create beauty. Students can actively participate in the discussion, with a large amount of activities and room for free play. Teachers pay attention to the transformation and control of roles in teaching activities. After inspiration and demonstration, they can leave enough time for students to practice and try to show themselves. In the process of painting, cutting and tearing, let students experience the beauty of art, improve their aesthetic ability and cooperative spirit, and also pay attention to cultivating their environmental awareness. It embodies the teaching principle of taking students as the main body and teachers as the leading factor.

Personalized homework greatly stimulates students' creativity, but in actual teaching, the classroom atmosphere is often very active, but students rarely have excellent works. How to solve the problem that students are very enthusiastic in class, but they feel unable to start when they start? I have made some explorations in this course. First of all, a relaxed and happy classroom atmosphere is particularly important for students to create excellent works. In teaching, I try my best to create a democratic and pleasant atmosphere, make full use of games, model painting and other ways to enhance students' feeling ability, stimulate students' interest in learning art, encourage students to express their views freely, boldly express the image of fish in the form of art, praise students' unique and personalized answers in time, and spare no effort. Secondly, the teaching design fully embodies the development process of students' thinking. At the beginning of this class design, I collected a lot of pictures. Considering the various factors and requirements of students, I decided on the current teaching plan: introducing emotional games to attract the attention and observation of fish, then appreciating the fish, and finally appreciating my peers' homework and teachers' role models with children's eyes. This design conforms to students' cognitive laws and ways of thinking, and enables students to develop healthily in a relaxed and pleasant atmosphere.