Excellent art teaching plan for little mouse to learn to draw.

As a diligent educator, you should work out teaching plans, which will help to accumulate teaching experience and continuously improve teaching quality. So what problems should we pay attention to when writing lesson plans? The following is my excellent mouse drawing art teaching plan, I hope it will help you.

Excellent art teaching plan of mouse drawing 1 activity goal:

1, learn to observe the picture, imagine and express boldly.

2. Understand the story and tell it completely with the words "Little mouse drew XX".

3. Experience the joy of learning to draw by playing color games.

Activity preparation:

PPT, paint, object outline, one for each person, self-made picture book.

Activity flow:

First, the introduction of dialogue to stimulate interest

Do you like painting? What do you usually draw with?

Look, say, guess and draw, and try to express it in complete words.

(1) Observing the blue mouse's paintings, the theory is complete.

1. What's on the table? (Draw, brush) What has the mouse become? What did it draw?

2. Why are all the things painted by the little mouse blue?

3. Teacher's summary.

(2) Observe the red mouse drawing. If the theory is complete, imagine what red can draw.

1. The second mouse looks really envious. Look, what is it doing? He became such a mouse? What can this little mouse draw? (children guess)

It's very kind of you to help the little mouse think so much! Let's see what the mouse drew.

3. Teacher's summary

(3) Painting, say it after painting, and feel the fun of painting directly with pigments.

1, I prepared something for you without color. Please see what you have.

2. The teacher explained the operation requirements, and the children tried to color the cards with cotton swabs.

Please say, what color did you draw?

Let's have a look. What did the mouse draw in the book?

Third, fully appreciate the content of the story.

It's really interesting for mice to draw pictures. Let's talk about pictures together.

Fourth, create a story

Show paint buckets of various colors to guide children's imagination.

Fifth, extend and expand, and end.

Take the children back to the classroom, mix four kinds of paints and see what happens.

Teaching objectives of excellent art teaching plan 2 for little mouse to learn painting;

1. Let students learn the basic skills of paper-cutting by appreciating and feeling the folk paper-cutting art.

2. Understand the main characteristics of folk paper-cutting and improve students' ability to appreciate the beauty of paper-cutting.

3. Cultivate students' love for national culture and art, and inspire students to express their favorite themes by paper-cutting.

Key points and difficulties:

Learn the basic skills of paper-cutting and cut out your favorite works according to the theme design. Teaching AIDS: teaching courseware, scissors, paper.

Learning tools: scissors, paper

Teaching process: (first class)

First of all, an exciting introduction.

"Students, please enjoy a set of pictures first, understand the story behind them, and then talk about your feelings after enjoying them." Show Courseware 1: Appreciate the folk paper-cut "Rats Marry Women" and learn the story of "Rats Marry Women". )

(Design intent) Let students feel the folk paper-cutting art initially, and stimulate students' interest in learning paper-cutting.

Second, inquiry learning.

"Students, are these paper-cut works nice?" (Student A: Beautiful)

"Like a mouse in life?" (Student A: Not the same)

"Please observe the changes in the appearance characteristics of mice in these paper-cuts?" Show courseware 2: What's the difference between appreciating mice in life and paper cutting? )

The teacher guides the students to answer: generalization, exaggeration, personification and decoration with patterns. teach

The teacher pointed out that by combining patterns, beautiful flowers can be formed. (Show courseware 3: Mao Mao scissors, crescent scissors, willow scissors, dot scissors, swallow scissors. )

(Design intention) Strengthen students' understanding of paper-cutting art through comparative observation.

Third, demonstration and guidance.

"Do students want to make beautiful paper-cut mice by themselves?" (Student A: I think) "Then let's learn from the teacher!"

Teacher tells and demonstrates-first, draw the shape of the mouse on the prepared paper. The mouse is a small animal that we are familiar with. Who can tell us the characteristics of mice? Students describe the shape of the mouse, and the teacher draws the image of the mouse on the paper. Let the students draw it together. ) and then match the pattern on this shape. How to draw these? Good patterns should be suitable for the area of paper, such as large body area, which can be matched with large flowers; The calf can be matched with a single pattern. Now let's match the pattern for the mouse! (Teachers and students draw * * *) Cut the draft after painting. Such a simple paper-cut is done.

(Design intent) Let students experience the fun of making. Under the guidance of teachers, students are more likely to experience the happiness of success.

Fourth, sum up communication.

Now, please enjoy each other's paper-cut works and exchange ideas. The teacher went deep into the students to discuss with them.

(second class)

First, students practice creation, teacher guidance

"Classmates, last class, we enjoyed the paper-cut works of mice marrying women, and also learned the basic steps of making paper-cut mice together. Now who will give you a summary? " Raise your hand and answer. (Teacher writes on the blackboard)

"The students have seen so much and learned so much. Do you want to use paper-cutting to create a lively scene of mice marrying women? " Answer all the questions. (* * * In the student group, under the guidance of the teacher) After cutting, each group freely combines the works on a large piece of paper.

Second, the exhibition summary:

Each group of student representatives introduces their own works and talks about their creative experience. Teacher's general comment.

Introduction of Excellent Art Teaching Plan for Little Mouse to Learn to Draw Part III (1)

After the little monkey went out, the naughty mouse climbed onto the table. The first mouse plopped into the red paint bucket, the second mouse plopped into the yellow paint bucket, the third mouse plopped into the blue paint bucket, the fourth mouse plopped into the green paint bucket, and the youngest mouse plopped into the purple paint bucket ... After a while, the baby monkey who returned to the room was startled. Why? What did the mouse do?

Thematic analysis

The story tells the story of five naughty mice making trouble in the monkey's house, and let the children know the five colors of red, yellow, blue, green and purple, as well as the items related to these five colors.

(3) Plot analysis

The little monkey was called out by his mother, and the little mice peeping in the hole were ready to move, indicating that a good show was about to begin.

Naughty mice climbed onto the table one after another. What will happen? What are they going to do? Curiosity prompted the children to read the story.

As the mice jumped into the paint buckets of different colors one by one, the story gradually presented various related color items, which made the children feel all kinds of colors strongly.

The mice are not satisfied. They want to draw together. Thus, in the creation of the mouse's "big hand", the snow-white painting turned into a black mass, and under the strong visual impact, the story reached its climax.

What is still unfinished is that when the little monkey finally saw his painting book turned into a black mass, he was distressed and helpless, and his surprised expression and posture made people laugh.

Role analysis

The protagonist of the story is a group of little mice. These naive, cute and naughty mice are always happy, and they can accept everything from their tight bodies, raised hands, grinning and hugging arms.

Another character in the story, the little monkey, has a sharp contrast at the beginning and the end. At the beginning.

Happy to go out, the end of a face of surprise, the story began to end in the expression of the little monkey, reflecting the degree of trouble of the little mouse.

(5) Image analysis

1, picture composition, color

Every plot of the story takes place on white drawing paper. Pigments of different colors are smeared on white paper, and a large area of bright colors and color contrast have brought a very shocking effect. Objects of all colors on the screen have the interest of children's graffiti, as if they had become that cute little mouse.

2. Details contained in the picture

If you savor it carefully, you will be deeply attracted by all kinds of mice in picture books. Their movements are different, some are standing, some are lying, some are leaping high, some are sliding to the ground ... In addition, the expressions of the mice are so cute, some are surprised, some are angry, some are smiling, some are air ... rich expressions make people laugh. These details vividly describe the cuteness and mischief of the story's protagonist, the little mice.

(6) Language analysis

The sentences used in "Little Mouse Learn to Draw" are simply repeated. The words that run through the text are: the little mouse plops into the paint bucket. What else can I draw? This simple sentence pattern is repetitive, especially suitable for children in small classes, so that they can repeat and remember constantly, and at the same time fully stimulate their imagination.

From the perspective of lexical meaning, there are three groups of words in the story. The first group is the words expressing quantity: first, second, third, fourth and fifth; The second group is words representing colors: red, yellow, blue, green, purple and black; The third group is the words that express things: apples, sugar; Chicken, spring; Cars and bicycles; Trees and watermelons; Eggplant, grapes.

Excellent art teaching plan for little mouse to learn to draw 4 1, design ideas

The story attracts children's attention with bright colors, humorous characters and interesting plots.

Do you know that?/You know what? Colors can also be magic! Following the mouse, the children swam in the gorgeous color kingdom and found the secret that the colors will change color after mixing!

Can colors do other magic tricks? In the fun game, the children become cute little mice, playing and discovering in the color kingdom!

2. Activity objectives

(1) Find different colors of mice and know several common colors.

(2) Boldly try to observe the phenomenon of oil-water separation, and be interested in exploring color changes.

3. Activity preparation

Picture book "Little Mouse Learn to Draw", Little Mouse Finger.

Five kinds of pigments (red, yellow, blue, green and purple), brushes and colored crayons.

A house made up of five large cartons.

4. Activity process

(1) The little mouse is at the little monkey's house.

Show me the mouse finger. ) Who are these?

Today they are going to play in the little monkey's house. What will happen?

The teacher tells a story and guides the children to observe the pictures. )-* * How many mice are there in the little monkey's house? What's on the table at the little monkey's house?

What color are they jumping into the paint bucket?

What did a naughty little mouse draw? What color is this? Where else have you seen this color?

One or five little mice draw happily together. Guess what color they will change this time?

What color did the little monkey family finally become?

Little mice build houses.

A little mouse turned the little monkey's house black. What should the little monkey do if he is angry?

Let's help the mice rebuild their homes for the monkeys!

What color house are we going to build? What color does the monkey like? Build a house with all five colors. There must be a house that little monkeys like. )

Draw some patterns on the house over and over again, and the little monkey likes it better! The children doodled on the cardboard house with colored crayons. )

A little monkey will be back soon, so color it beautifully. The children were painted with gouache of various colors. )

Take a quick look, the color is amazing! Observe the change of crayons in gouache painting. )

(3) The house that the little monkey likes

If you were a monkey, which house would you like?

To guide children to play games in front of the house, it is best to consider directional practice. )

(3) Activity expansion

1. Design a background to see if children can find the same color among many items.

2. Continue to let children try the game of color mixing and oil-water separation to sprout their interest in exploration.

(4) activities in the reading area

"I draw with the mouse": encourage children to imagine boldly, draw objects of the same color that they think of, bind them into books by teachers, and match them with relevant words to encourage children and their peers to read each other.

(Wang Hongyu)

Reflection on Language Activities in Small Classes after Class: Fruit Riddle

In the teaching activity of "fruit riddle", the children's performance is not as good as I expected. In the teaching activities, I prepared three riddles. When you guess the first one, "Red fruit, hemp idea, bite, My Sweetie", guess the name of a fruit. At first, children can guess without interest, but not fruit. I have also guided such questions and found them when I was analyzing riddles with children. When guessing the second riddle, "It's nice to be a brother. They stand shoulder to shoulder every day. They like to wear green clothes when they are young, and they like to wear yellow clothes when they are old. " After listening to the riddle, I found that the child was not very active in it, and he still couldn't guess the riddle, but I still encouraged the child to speak the answer boldly. But this is still not what I expected. So once again, analyze the mystery. In the process of analysis, in order to arouse children's interest, I show the prepared objects, let the children talk and observe, and find that children are more interested in objects. But I also found that children still can't guess riddles, and their interest is not as high as stories.

I have also made some reflections on this phenomenon. Children in small classes still have some difficulties in guessing riddles because they don't have certain knowledge and experience. Therefore, the answers should be familiar to children, the features described in riddles should be obvious and vivid, and the metaphors used should be similar to the real objects of the answers. Thirdly, teach children puzzle solving skills, that is, let them listen carefully to the main characteristics of the things described in the puzzle, and then ask them to associate and analyze each description and guess from the characteristics of things. Before organizing children's guessing activities, it is very important for teachers to choose teaching materials for small classes. They should have familiar fruits and be vivid, so as to arouse children's interest.

Of course, guessing is not learned in a day or two, but a long-term training process. I will also play guessing games with children before expanding activities, walking after meals and teaching activities. I believe that guessing will make our children smarter and smarter!

Little Mouse Learn to Draw Excellent Art Teaching Plan 5 Design Intention:

The picture book "Archangel" was originally a teaching content in the big class theme activity "The Country Opposite". The story leads children into a wonderful world of opposites with the help of awesome angels and chubby angels with completely different appearances and all kinds of opposites between them, and then helps children understand the concept of opposites and feel the humor of opposites. Children in small classes have a comparative consciousness, so they also have a preliminary "opposition" consciousness. For example, when exercising, children will say, "I run fast and so-and-so runs slowly." When waiting in line, the child will say, "I am in front of so-and-so and he is behind." When the teacher says "Eating more makes you tall and strong", the children will immediately say "Eating less makes you short and weak". After reading the picture book carefully, I made some deletions and adjustments to the picture book content according to the existing experience and cognitive characteristics of small class children, and the teaching focus of this activity is to let children discover and feel the fun of independent reading. This activity consists of four parts: stimulating interest, intensive reading, complete appreciation and expanding activities. During the activity, I use PPT (presentation) to attract children's attention to the picture and reduce the interference caused by children's reading; Ingeniously designing a self-made small picture book provides children with the opportunity to tell in fiddling. These teaching methods not only conform to the age characteristics of small class children, but also can effectively solve the teaching difficulties.

Goal:

1. Learn the antonyms through reading: fat, thin, tall, up and down, how much, length, etc. And perceive the opposite concept.

2. Experience the humorous language style of the story through independent exploration, and be willing to tell the story of the picture book boldly.

Prepare:

1. A big picture book, Archangel.

2. Select pages 7 ~ 8, 1o ~ 13 and 18 ~ 19 from picture books to make PPT.

3. Self-made small picture book background picture (the same as PPT picture), three sets of pictures of awesome angel and chubby angel.

4. Physical projector.

5. There are many small picture books "Archangel" in the reading area.

Process:

First, wonderful introduction-looking for the negative characteristics of the role image

1. Observe PPTl (page 7 of the picture book), compare the appearance characteristics of the awesome angel and the chubby angel, and lead to the theme.

Teacher: Today, two lovely angels came to us. Take a look. What do these two angels look like? What is the difference?

Teacher (summary): this angel is thin and tall, like a stick, called a stick angel; Her good friend is fat and short, like a ball, called chubby angel. Let's say hello to them together.

2. Use body movements to express the opposite characteristics.

Teacher: What a strange pair of good friends. They look just the opposite. Let's imitate them together, shall we?

Teacher (summary): archangels are thin and fat angels are fat; Archangels are tall, fat angels are short.

(Analysis: Small class children are still in the stage of intuitive action thinking, and language depends on the support of action and body. According to this feature, I created a story scene to guide children to learn the language, understand the opposite meaning and feel the sense of humor in the image. )

Second, random doubts-looking for the opposite phenomenon in the story.

1. Play PPT2 slowly twice (page 8, 1O,1,12, 13, 18 and 19 of the picture book).

Teacher: archangels and fat angels play together every day, and many interesting opposite things happen. Let's find and talk together. (Children talk freely, and teachers tour to guide. )

Teacher: Where are the awesome angels and chubby angels? What are you doing?

Teacher: What are the awesome angels and chubby angels around? As much?

Teacher: Is the elephant as big as the tortoise?

Teacher: What are they holding? Is it the same?

(Analysis: Teachers use short questions to arouse children's attention to the overall situation, inspire children to think positively, guide children to speak boldly in observation and comparison, and gradually extract multiple groups of antonyms in their speeches. The courseware that plays automatically and continuously gives teachers more time to get close to children and communicate with them alone. )

2. Watch the PPT (put all the pictures presented in PFT2 on the same PPT page) and guide the children to tell their findings.

Teacher: What is the opposite thing you found? Please tell everyone.

Teacher: Who can make this sentence more complete? Words with opposite meanings should be used in sentences.

Teacher: Let's do this opposite action together.

(analysis: children tell their findings under the prompt of intuitive pictures, and teachers remind children to tell them in complete sentences in time, and follow up questions to help children meet the theme and tell the content accurately. Teachers consciously use the original sentence of the story when responding to children, help children deepen their understanding with physical movements, and encourage children to talk and do together with teachers. The application of all these related strategies is based on the grasp of the language development characteristics of small class children. )

Teacher (summary): Everyone can fly. One is flying above the white clouds, and the other is flying below them. Their toys are clouds in the sky. Archangels have fewer clouds, while fat angels have more. Fat daily clouds make elephants slide; Dad made a little turtle from a small cloud. They play magic. An archangel waved and turned into a long rainbow; The fat angel waved, but the rainbow was too short to use.

3. Put the corresponding angel on the self-made small picture book, tell it freely and deepen the understanding of the story.

Teacher: Please think about where the awesome angel and chubby angel should be, and then put them on, OK? You can tell an interesting and opposite story when posting.

(1) Children's operation, teachers' tour guidance, focusing on children's understanding of stories, guiding children to correctly use antonyms, telling four opposite things in short sentences, and correcting some incorrect expressions of children.

(2) Children share reading. The teacher presents the calculation results of 1 ~ 2 children on the projector to guide children to tell stories.

(Analysis: For children in small classes, cultivating interest in speaking is the key, and the key is to develop the habit of expressing boldly. The development of children's language needs repeated stimulation and continuous strengthening. Independent operation and display on the projector can stimulate children's multiple senses, create an atmosphere they want to express, and thus stimulate children to express their desires. )

Third, appreciate the original-completely stimulate the interest in reading picture books

Teacher: The archangel and the fat angel are together, and there are many opposing and interesting stories. It's all hidden in this big book Let's read it together.

The teacher tells the story slowly, guides the children to observe the picture and helps them to understand the story further. When talking about the content in PPT, the teacher paused and suggested that the children talk together, especially when talking about antonyms, the teacher should set aside time appropriately and wait for the children to say it; When children find it difficult to express themselves, teachers should use body movements to guide them appropriately. )

Fourth, expand and extend-gradually lead the activities deeper.

Teacher: Did you find anything new and opposite during the reading just now? Who will say something? (For example, flying sideways will get wet; Fly vertically, don't get wet ...)

Teacher: There are many little books of Archangel on the shelf. When you have time, you can go back and tell this story with your partner. If you don't understand, you can ask the teacher, ok?

(Analysis: When the child followed the teacher to read the unabridged picture book story completely, the new content once again stimulated the child's interest in reading. Extending activities to the reading area in time can guide children to choose reading independently and meet the needs of children with different abilities. )

Reflection:

I think picture book reading should be a continuous teaching process, which can be a process in which multiple high-low structure activities intersect. When organizing high-structure group activities, teachers should consider the differences of children's acceptance ability, the setting of effective time of activities and other comprehensive factors, flexibly choose picture books, and help children grasp the central content and emotional tone of picture books through focused guidance. On this basis, the free time is used to organize low-structure independent reading activities to form a supplement to collective teaching. This not only reflects the respect for the original work, but also takes care of the integrity of picture book reading activities and the cultivation of children's good reading habits.