Primary school art education edition teaching plan 1

Teaching objectives:

1. Learn to appreciate, only by pulling flowers. Can cut a variety of flowers, design a variety of uses.

2, through activities, enhance the mutual cooperation between teachers and students, students and feelings.

3. Cultivate the awareness of protecting and beautifying the environment.

4. Cultivate students' abilities of perception, observation and exploration, and actively try to explore various modeling methods with different methods and materials.

Teaching emphases and difficulties:

1, to stimulate students' exploration consciousness and encourage students to publish freely.

2. Teach yourself how to make flower paintings and design various uses of flower paintings.

Teaching preparation:

Colored paper, scissors, glue, flower works

Teaching process:

1, show me the flowers.

Tell me if you have seen anything similar.

What does it do? beautify

3. Analyze the flower-pulling works

Guide observation and drawing

(1) Analyze the similarities and differences.

group discussion

(2) Give it a try

Analyze the reasons for your good (bad) work.

4. Try different cutting methods

Step 5 beautify

Tell me how you beautify it by pulling flowers.

Beautify yourself or beautify the environment by pulling flowers.

Connect the flowers and beautify them.

The second edition teaching plan of art education in primary schools

Teaching objectives

1, can observe and feel the composition of the beautiful scenery in the field; Draw long lines smoothly and smoothly, and deliberately interweave and divide fields; Know the commonly used colors and draw the colors of the field meaningfully, showing an imaginary field.

2. Cultivate students' sensibility and expressiveness to color.

3. Experience the modeling fun of organic combination of lines and colors, and stimulate the love for nature. Teaching emphasis: Know colors and draw a field with various colors.

Teaching difficulties:

1. Use curves or straight lines to weave fields smoothly;

2. Use various color effects to display different fields.

Teaching preparation: courseware, watercolor pen, oil pastel, exhibition board.

Teaching process:

(1) Game import

1. Play games with students-divide squares.

Mobilize students' enthusiasm for learning and teach students the method of dividing line in the game of dividing.

Make monotonous segmentation exercises interesting.

(2) Stimulate the imagination

1, association and imagination. Imagine the picture as a fertile land, and the line we draw is a field path, so we are surrounded by crops, and today we are working hard on this land. Uncover the color of the field

2. With crops, what should we plant in the field?

3, color cognition, field visits:

We are here to learn from the farmer's uncle. The farmer's uncle said, test everyone first-knowledge first. (The courseware shows several representative fields) Do you know? What color is that?

1) What color are these fields? What field is it? -Blue, just transplanted rice fields.

2) What color is this? What is growth? -Green, no ripe rice.

3) How about this? -Oranges, cooked rice

4) What color is this? Brown soil.

5) What about this? Rape, red sorghum and Chinese milk vetch are all crops in the field. I didn't expect them.

There are so many colors!

(3) the field of painting

After seeing the farmer's uncle's field, the farmer's uncle also wants to see the field in our children's hearts. What do we plant in the fields? What color is that? Let's pick up the picture in our hands and draw the field in our hearts.

Emphasize the key points:

1. Divide the site with straight lines or curves (don't divide too much, the lines should be straight).

2, coloring (teacher demonstration: first, holding the pen posture, second, coloring method, third, first bright and then dark, fourth, adjacent two pieces of color are different. )

3. Decoration (dots represent flowers, fruits, etc. Small vertical lines represent seedlings, young trees, etc. Small triangles represent wheat piles and small pine trees. If you like, you can also draw a field guardian spirit or a harvester, a scarecrow or a barn in the field. )

(four) appreciate the example, clear goals:

(5) Students' homework and itinerant guidance.

(6) Show and evaluate the homework, and end the class with a poem recitation of Mohe.

Primary school art education edition teaching plan 3

One class hour

Teaching goal: On the basis of careful observation of common stationery, inspire students to design and draw various common stationery with novel shapes and bright colors. Give full play to your imagination, gain the ability to beautify and express life in an artistic way in the contact and interaction between life and art, make students understand the aesthetic feeling of art form and its unity with design function, and improve their aesthetic ability to living objects and their surrounding environment.

Teaching emphasis: open students' active and rich creative thinking, inspire students to make rational use of various materials and tools, and improve their practical ability.

Teaching difficulties: feel the mystery in the process of design and production, and cultivate students' innovative consciousness and creativity.

Preparation of learning tools: 1, paper boxes, discarded vials, plasticine, scissors, double-sided adhesive tape, stationery materials, self-made "alien" display version 2. Teachers and students * * * collect all kinds of novel and unique stationery.

Teaching media: tape recorders, physical projectors.

teaching process

First, organize teaching: follow the routine.

Second, introduce new lessons:

1. Show the teaching aid "Alien" display board. The aliens on the stationery planet want to make friends with their classmates. Create teaching situation. Enter the specific situation of teaching and talk about your own feelings. Close to students' age and stimulate their interest in learning.

Students who want to make friends with him should tell him what your favorite stationery is. What are the functions and characteristics of this writing? Where is its beauty? Put forward the basic requirements of the course. Tell me about your favorite stationery, and ask the students to appreciate each other. Use the physical projector to show directly, encourage students to show themselves, exercise their expression ability and enhance their self-confidence. Understand the characteristics of stationery and experience the beauty of modeling and color.

Third, teach new lessons:

1, scene extension. It has many small gifts to give, but he wants us to make a unique stationery to exchange with him.

What are we going to do? Set doubts and brainstorm. Discuss with each other how to make novel and unique stationery by using the discarded cartons or other items brought by themselves. Fully mobilize students' initiative and cultivate them to think positively and be brave in exploration.

2. Organize students to solve problems with each other. Briefly describe, praise and encourage creative design ideas. Ask questions, discuss and solve each other, and explain the simple production process. Complete key breakthroughs in teaching and resolve difficulties.

3. Show the finished products and guide students to analyze the materials, methods, advantages and disadvantages. Explain your own views and opinions. Let the students know their design goals.

Fourth, homework:

1. According to the differences of students' individual abilities, guide students to freely choose the methods of painting, pinching, tearing and pasting, and conceive and design distinctive stationery. Individuals or two or three people combine to make actual production and exercise their hands-on ability. Encourage innovation and let students develop creative thinking in a more free space.

2. In class, fully affirm students' bold and free design, and give timely help and guidance. Let's appreciate each other, communicate with each other and continue to complete more novel school supplies. Develop students' thinking, learn from each other's strengths and correct problems in time.

Verb (abbreviation for verb):

Tutor students to complete the complete works and conduct classroom evaluation. Put the exhibition on the "alien" display board and visit each other. Let students experience the happiness of success and promote students to form the learning ability of "sustainable development".

Pack things according to the class situation and exchange gifts with "aliens" Make new demands. Aliens like clean and tidy classrooms. Let's do it together. Students pick up their leftovers. Cultivate students' good behavior habits.

I hope to expand after class. After class, please use the spare materials around you to design several different novel school supplies. Make use of the continuity of students' interests to transform classroom learning into lasting study habits.

The fourth edition teaching plan of art education in primary schools

One class hour

Teaching objectives:

1, which can collect items related to teaching tasks.

2. We can reasonably imagine the collected items and design them into wind chimes by adding, cutting and combining.

3. Beautify wind chimes by cutting (tearing) stickers and painting.

Teaching focus:

Design and make plane modeling by drawing, tearing, folding, cutting and collage.

Teaching difficulties:

Organize students to beautify the classroom with decorations and stimulate students to beautify their lives. Teaching process:

First, organize teaching:

Preparation before class

1. Teachers and students should collect articles suitable for making paper wind chimes together, such as paper cups, paper cores, cylindrical cartons, trinkets, etc ... (disposable paper cups are best new, and used ones may be unsanitary).

2. The teacher should prepare samples, pictures, making step diagrams and several large needles of various materials before class.

3. Students should prepare scissors, paste, colored paper, colored pens and colored lines before class.

Second, introduce and teach new lessons:

The teacher showed the wind chimes and asked the students: Do you like wind chimes? What parts can wind chimes be divided into? If you have a wind chime, where do you want to hang it?

Teachers also have their own wind chimes. Do you want to see it? Show the students the paper wind chime model made by the teacher. Can you tell what material it is made of?

Who can tell us how the teacher made this paper wind chime?

1. Beautify a single paper cup first: by drawing, cutting and pasting. 2. Put the paper cup on with colored thread. 3. Add a bell tongue under the paper cup.

What other methods can be used to make paper wind chimes?

Third, students work in groups.

Fourth, appreciate and comment on homework.

After-school development:

How can we make a wind chime that can really make a sound?

Primary school art education edition teaching plan 5

First, the teaching objectives:

(1) Through the appreciation and discussion of cartoon images, students can have a preliminary understanding of the modeling characteristics of cartoon images.

(2) Inspire students to boldly design their favorite cartoon images, and encourage students to express them in various forms.

(3) Cultivate students to express their opinions boldly, initially establish the values of truth, goodness and beauty, and cultivate students' qualities of loving the collective and being good at cooperation.

Second, the teaching focus:

Through the study of this lesson, students can know and understand the modeling characteristics of cartoon images. And use what you have learned to design an animation image you like.

Third, the teaching difficulties:

Create scenes to guide students to fully feel the fun of comic world, and guide students to express their feelings boldly through teaching.

Fourth, the teaching process design:

(1) Arouse interest and guide students to know the characteristics of cartoon images through speaking, comparing and doing;

Teacher: Students, today we are going to hold the "Animation Star Story" (exhibition topic), and only animation stars can participate. But just now, two friends came. They all say they are anime stars. I want to ask my classmates to help me see who is the real anime star. The courseware shows the Monkey King and monkeys in nature. )

Students discuss and compare the modeling characteristics of cartoon images and natural images;

The Monkey King belongs to the cartoon image, because his image is anthropomorphic, exaggerated and colorful.

Question: Do you like the Monkey King? Why?

I like it, because it is a hero, because it is as evil as hatred, brave and just, and loves to fight against injustice.

Who wants to perform the Monkey King in front?

Students perform the Monkey King's movements.

Students, you not only speak well, but also perform well. Monkeys are lively, lovely and clever by nature. The Monkey King is a cartoon image created by artists. He not only has the characteristics of a monkey, but also has the imagination of human beings, so he has become an artistic image that everyone is familiar with and loves today.

(2) Using multimedia courseware, through thinking and changing teaching methods, guide students to experience the modeling methods of cartoon images, that is, the changes of "modeling" and "color";

1, Teacher: Students, monkeys like cartoon images so much that they want to become cartoon stars and come to our party. He wants to ask his classmates for help and see who can do it.

2. Show the courseware:

(The teacher clicks on the courseware according to the students' answers)

Classmate: Put on a pink T-shirt, a pair of shorts and a pair of big leather shoes, your eyes will get bigger and your mouth will get bigger.

Or let it wear a beautiful skirt, with a smooth body and long eyelashes on its eyes.

Teacher: Students, you see, as long as "shape" and "color" are boldly exaggerated, lively and lovely cartoon stars are born.

(3) Appreciate cartoon images, and stimulate students' love for cartoon images through the teaching methods of watching, speaking and discussing;

1, enjoy the courseware:

Teacher: Cartoon images are familiar to students. There are many famous animation stars in the world animation kingdom, not just the Monkey King. Now, please go to the animation kingdom to have a look. Everyone must look carefully and think about it. What cartoon images do you see? How do you feel after reading it?

(Play the courseware: enjoy the cartoon kingdom video)

Student: I watched The Fisherman, Mickey Mouse, Blue Cat, Snow White and so on.

I think it's cute and beautiful after reading it, and I want to play with them. Comic world is really amazing and beautiful.

I also want to design a cartoon star.

2. Group discussion and appreciation:

Teacher: Students, Mr. Chen knows that you not only like anime stars, but also bring many favorite anime images today. Would you like to share your happiness with everyone? Now, please discuss your cartoon stars in groups and think:

(1) What does your anime star look like?

(2) Tell me the story of your anime star?

(3) Why do you like your anime stars?

3. Students discuss and answer, and teachers should:

Teacher: Students, I am really happy today, because you not only learned the design method of cartoon images today, but also saw your kind and simple hearts. I believe you and your cartoon star have become good friends.

4. Appreciate the excellent works of students and teachers, and stimulate students' creative sparks through teaching methods of reward and discussion;

Guide students to analyze the modeling characteristics of works.

Explore the artistic expression of works.

Inspire students to express their bold ideas.

(4) Operating requirements:

Teacher: Today, each student chooses a method to design and make your favorite cartoon star. You can give him a name, talk about his skills and show him. Also remind everyone to do it quickly.

(5) Students paint and teachers patrol for guidance.

(VI) After-class display and evaluation

Show the works of anime stars, dub and perform.

Games to find friends: take photos with favorite anime stars and play games.

Teacher-student mutual evaluation

Teacher: Students, what anime stars did you meet through this lesson? What else do you need to know or be interested in? The teacher wants to know, and can communicate with the teacher after class.