Teaching plan of "Building the Great Wall" in kindergarten quality art class

The theme activity "Our motherland is a garden" has ended. Through a series of activities, children have a great interest and understanding of Beijing and our motherland. Children are particularly interested in the Great Wall in Beijing, so they carry out learning activities and "build the Great Wall" activities according to their interests. Our regional activities are carried out under the theme background, and children are very interested and infer the theme development. We will focus our observation on the wall of the Great Wall, such as painting the Great Wall (simply coloring) and expressing the Great Wall with colored mud.

Activity objectives:

1, try to arrange the pictures from front to back, showing a simple overlap initially.

I am willing to take part in the activity of building the Great Wall and feel proud of myself.

3. Be able to expand your imagination and introduce your works to your peers boldly and confidently.

4. Willing to participate in art activities and feel the joy of painting activities.

Activity preparation:

1, black ink pen, oil pastel.

2. courseware.

Activity flow:

First of all, appreciate the discussion:

1. Where is our capital? What are the interesting places in Beijing?

2. What is this place? Where is the Great Wall built? What does it look like?

3. Why did the ancient working people in China build the Great Wall? What's the use of the Great Wall now?

Second, the discussion and demonstration:

1. Some Great Walls are built on high mountains, while others are built on low mountains? (Mountain in front)

2. What's on the top of the mountain and where is the beacon tower built? What's the use of beacon towers? (Rebuilding the beacon tower)

3. What are the two sides of the beacon tower? Then build a wall, piece by piece, so that soldiers can hide when fighting. )

4. Why do you say that Wan Li, the Great Wall of Wan Li, is long? How to draw many hills on a piece of paper? (Try to draw the hills at the back in turn from halfway up the mountain. The more you draw, the more you count. How many mountains are there? )

Key points: Draw mountains from front to back, with simple overlapping perception, and start painting halfway up the mountain.

Third, the operational performance:

1, let's have a competition to build the Great Wall and see who has built the most, who is the hero.

There are mountains first, then the Great Wall. Draw a mountain and build a section of the Great Wall. )

Don't forget to build beacon towers and city walls. (Brick by brick. )

4. Draw to the peak to inspire painting. The sky, clouds, soldiers, etc. )

Fourth, sharing and communication:

1, Xiutu, experience being a hero. Count how many mountains there are and how many Great Walls have been built.

2. Stimulate children's desire to climb the real Great Wall when they grow up.

Extension: Decorate the hills with gradient color matching in regional activities.

Activity reflection:

The Great Wall course is mainly to let students know that the Great Wall is a world cultural heritage, experience the greatness of the ancient working people in China, and stimulate students' national pride. However, I feel that the Great Wall still has a certain distance in emotion and space for fourth-grade students, so when designing the teaching of this course, I focus on narrowing the emotional distance between students and the text. Through teaching practice, I think this kind of treatment is more appropriate.

In class, I use the design of palindrome teaching to guide students to understand that "the wisdom and sweat of many working people have condensed into the Great Wall of Wan Li, with no head before and no tail after." Such a magnificent project is a great miracle in the history of the world. Then, this sentence became the central sentence of my classroom teaching. Next, guide students to understand this sentence again and again from three aspects: viewing the Great Wall from a distance, viewing it from a close distance and the great man who built it. In teaching, students' understanding of the central sentence is gradual, and reading aloud is more passionate every time.

The text focuses on two characteristics of the Great Wall, which looks like a long dragon from a distance and is tall and strong from a close look. When I let students learn these two characteristics, I try to start with pictures first, and then go back to the language to chew and read. For example, after studying the Great Wall for a long time, I first let the students look at the pictures and talk about their feelings, and then grasp the language and words of "more than 13 thousand miles, winding around" to read and feel. I think it's too thin. The words "more than 13 thousand Li" only appear in front of students in the form of numbers, so I designed to understand the word from two aspects. First, master the text "Three passes in the east and Jiayuguan in the west", and let the students find the provinces and cities where the Great Wall passes on the map, so that they can feel how long this number is. Second, supplementary information, once a man walked the Great Wall on foot, which took 508 days. In this way, the concept of this number suddenly became thick in the hearts of students.

When I learned about the height and firmness of the Great Wall, I first let the students know about the structure of the Great Wall through board painting. Where are the "crib mouth, lookout mouth, shooting mouth and city platform"? Why? This lays a foundation for students to understand the "wisdom of working people" behind it. Grasp the "strip stones and city bricks" to supplement the poured things and realize the height and firmness of the Great Wall.

Understanding the hardships of ancient working people is far from students' emotions. How to make students realize that the Great Wall is the crystallization of sweat and wisdom of working people in ancient China? I will let the students read this natural text first, and tell them the sentences you understand best, and then grasp the words such as "lift", "steep", "countless" and "two or three thousand pounds" to inspire the students to use their existing knowledge and experience to experience, especially "two or three thousand pounds". I will let them know that stones are equivalent to the weight of many of our children. With this contrast, students have a deeper feeling of the boulder, and they can also appreciate how difficult it was for the ancient working people to work on steep mountains with their hands without trains, cars and cranes, thus realizing the greatness of the working people.

On the basis of full explanation, I asked the students to close their eyes and listen to the teacher's imagination. What kind of pictures do they seem to see? Some students said that they seemed to see many people carrying a boulder and walking hard on the mountain road. Some said they seemed to see someone accidentally fall off a cliff. Some people said that they seemed to see the supervisor beating the workers with a whip. Some people say that they seem to see someone with tears in their eyes and still working. Through the students' stories, I felt the students' emotional input.

At the end of the class, let the students practice writing. "What do you want to say most about the Great Wall of Wan Li?" The students' writing style is still quite wonderful.

Encyclopedia: The Great Wall, also known as the Great Wall of Wan Li, is an ancient military defense project in China. It is a tall, solid and continuous long wall, which is used to limit the enemy's actions.