Calligraphy Lesson Plan for the Fourth Grade Volume 2 Part 1
1. Teaching Objectives
1. Skill Objectives: Learn the lying hook writing method and master the structure of the word "心".
2. Understanding objectives: Cultivate students' observation, analysis and imitation abilities by observing and analyzing the shape of the lying hook and the structure of the word "heart".
3. Emotional goals:
(1) Aesthetic goals: Cultivate students' aesthetic ability to the beauty of calligraphy by learning the writing method of lying hook and "heart"; through appreciating ancient times Inscriptions on inscriptions cultivate a love for the art of calligraphy.
(2) Moral education goals: Provide moral education to students by learning to use the word "heart" and listening to stories.
2. Teaching implementation:
1. Story introduction, revealing the topic
1. Teacher: Please pay attention to the sitting posture, "head upright, body straight , arms open, feet flat" to stabilize students' emotions.
2. Tell the story of Wang Xizhi’s study of calligraphy. How do you feel after listening to it? The art of calligraphy is so profound and profound! This is worthy of the pride of every descendant of Yan and Huang! As a Chinese, I have to write Chinese characters well since I was a child.
3. Teacher: We have already learned strokes, and today we will learn the lying hook.
2. Image metaphor, grasp the essentials
1. Teacher: What is the name of the "lying hook" written on the blackboard? What does it look like? (Crescent moon, boat, sickle, banana, etc.)
2. Draw the shape of the moon and ask: What is the curvature of the hook and the curvature of the moon? (The lying hook is part of the moon, and the arc of the lying hook overlaps with the arc of the moon.)
3. Teacher: Use children’s songs to summarize the writing method of lying hook, and write on the blackboard in the field grid. .
(The curved moon is a small boat, the pen is gently bent and the pen is bent heavily. Before picking the hook, the pen must be paused, aim at the upper left and then point out.)
3. Various evaluations to encourage progress
1. Practice 10 times first, self-evaluation: Pick out the three most beautifully written hooks, and talk about what’s good about them? (Show) At the same time, emphasize the posture of holding the pen:
(The eldest brother and the second brother are facing each other, the five brothers hold empty fists, extend the pen tip an inch, and remember the correct posture)
2. Practice 10 times again, and evaluate each other at the same table. : Find the five best lying hooks for your deskmate.
3. Teacher comments, select excellent assignments and assignments with typical defects.
3. Learn to write the word "心", educate and have fun
All your wishes come true
1. What is the first thing you think of when you see lying hook What word? --- "心"
2. The word "心" has three more dots than the lying hook, left dot, pick dot, right dot, the teacher writes on the blackboard
3. Clear The position of three o'clock: The horizontal hook of the word "heart" is like the moon, so the three points are like three small stars surrounding the moon. How do you place the three dots? The word "heart" is the most beautiful. Can you try to write it yourself? After you finish writing, comment with your friends on whose heart word is the most beautiful.
4. Students: evaluate each other and discuss how to place the three points. Teachers and students commented together. The teacher demonstrated how to write the word "心" in the Tianzi grid, pointing out the placement of three points in an arc shape.
5. Students try to practice, teachers and students comment, students practice, and teachers inspect.
4. Learn to use the word "heart" and experience success
1. The word "heart" is very useful. Visit the "heart" word garden and read the word "heart". Be careful, concentrate, have confidence, be attentive, be single-minded, half-hearted, nothing is difficult in the world, only those who are willing to do so
2. Tell me, what other words are there for heart?
3. Students in groups of four evaluate each other, and each group selects a masterpiece.
4. Praise excellent homework and give students an intimate message: Nothing in the world is difficult, as long as there is a dedicated person. We hope that students will do things with love, concentration and confidence, and I wish every student’s dreams will come true.
5. Homework to consolidate teaching
Recite children's songs and write words or sentences with the word "heart". Fourth grade calligraphy lesson plan for the second volume, Part 2
1. Let’s talk about the teaching materials.
This writing class I am taking is Lesson 15 "Speaking of Diligence" in the fourth grade Chinese textbook of the Jiangsu Education Edition. My teaching goal is to guide students to understand the structure and glyph patterns of the characters in this lesson. ; Guide students to understand the characteristics of characters such as "narrow on the left and wide on the right" among characters with a left-right structure, and the characteristics and rules of flat and oblique characters; guide students to write the new characters in this lesson in a standardized and correct manner.
The requirements for writing in the second stage of the "Chinese Curriculum Standards" (grades 3-4) are: to write proficiently in block letters and to be standardized, correct and neat. However, we often neglect writing teaching in middle-grade teaching. Many students do not meet the writing requirements set forth in the "Curriculum Standards". In particular, there are many problems with students' writing postures and shelf structure arrangements.
Since the textbook arranges writing in intensive reading texts, our usual teaching method is to reserve a certain amount of writing time in reading teaching to guide students in writing.
This kind of guidance is not conducive to students' systematic understanding of the rules of calligraphy, nor is it conducive to students' mastering the correct writing methods and forming good writing habits. Therefore, in my teaching, I integrate the content in the teaching materials, use weekly writing lessons, and systematically teach writing according to the general rules of calligraphy, from basic strokes to frame structures.
2. Teaching focus and difficulty:
Guide students to write the left and right structure characters of "narrow on the left and wide on the right" in a standardized way: "custom", "du"; "mo", Guidance on how to draw the word "ji", the teacher teaches the method, and the students write independently.
Teaching difficulties:
Guide students to observe and understand its characteristics and rules.
Teaching preparation:
This lesson includes some vocabulary cards, excellent homework display boards, teaching courseware, soundtracks, celebrity calligraphy works, works of outstanding primary and secondary school students, etc.
In teaching, I pay attention to the characteristics of primary school students and use multimedia teaching methods to attract students' attention and stimulate their interest in learning. Consciously visualize, intuitively and standardize boring writing teaching. Provide aesthetic edification to students and improve their analytical and writing skills.
Let me talk about several teaching links of this course:
The first link: review introduction, create situations, and stimulate interest.
Second step: Show new words, observe and compare, and discover patterns.
After observing and comparing, the students discovered the pattern. When the teacher demonstrated writing, he promptly told the students: It is not good for the left and right strokes to collide with each other. They should be humble to each other like children, making room for the words on the left so that the words on the right can be moved. Half of it can be unfolded comfortably, and when the single character is used as a radical, it can be turned into a point. This change is called "stroke giving way". And timely educate students to be united, friendly and humble to each other.
When teaching the key points of flat and oblique strokes, we guide students to observe, compare, illustrate and illustrate.
The third link: guide writing and experience the "six tips" writing method of "seeing, thinking, describing, writing, evaluating and revising". Break through teaching difficulties through layered promotion.
1. Seeing and thinking are connected.
When the left is narrow and the right is wide, the last stroke of the radical is turned into a dot. I present children's songs written using this structural feature to help students establish the correct left-right structure writing rules, so that students can have the desire to write well while imitating the rhythm happily. Students' poor handwriting is largely due to their failure to grasp the structure of characters and the position of strokes. The purpose of this link is to cultivate students' good "reading" habits.
2. Description and writing are intertwined
When guiding writing, I use the method of "teaching, supporting and releasing" to gradually break through the key points.
"Teaching": The teacher focuses on explaining "habits" while writing the example. The left and right sides are compact, the spacing is even, and the horizontal strokes are long. The upper right corner is different from the writing method of "mother"; the last stroke of the character "贝" is long. Wait. "cross": Note that the three points of water cannot be written as a straight line. The long stroke of "degree" is inserted below the three points of water lift. The last stroke is an oblique stroke, and the length is moderate. Be more modest on the left side so that the whole character structure looks good. Just like being a human being, educating students should also know how to be humble to each other in daily life, so that they can live in harmony.
Then the students practiced writing and played classical music. The teacher reminded them of "double postures": the pen holding posture and the writing posture.
"Fu": Ask students to say how to write "a little", "school" and "pillow".
"Let go": On the basis of cooperative learning, further let go and allow students to learn the word "basic" independently. (At this time, ask a student with a very correct writing posture to demonstrate. Use the camera to focus on this student, let the students understand the essentials of writing the word "base" through observation, and consolidate the writing posture. This form is novel, and the students are in a pleasant atmosphere Quietly self-correct and soon develop good writing posture.
The fourth step: edification and expansion. Through appreciating calligraphy works and reading famous quotes, I feel that the invention of Chinese characters is the key to the Chinese nation. An important contribution to human civilization. Every stroke of Chinese characters and every painting are deeply aesthetic. This can cultivate students' sentiments, improve their aesthetic level, and inspire students' love for the motherland's language and Chinese calligraphy.
< p> This class has been completed, and there must be many problems. I hope that all experts and teachers will give you your advice. Thank you all. Volume 2 of the fourth grade calligraphy lesson plan 3Teaching objectives:
1. Master the writing methods of vertical folds and vertical lifts.
2. Write Chinese characters with vertical folds and vertical lifts correctly and standardly.
Teaching key points and difficulties:
Master the writing methods of vertical folds and vertical lifts
Teaching process:
1. Review the writing methods of horizontal folds and horizontal hooks to stimulate interest in learning
2. Learn how to write vertical folds and vertical lifts
1. The teacher explains and demonstrates at the same time:
Vertical folds: vertical tail connected to horizontal, slightly paused at the fold, vertical Upright and horizontal.
Vertical lift: The vertical stroke is straight and straight, the vertical tail is lifted first and then lifted up to the right.
2. Students practice writing strokes.
3. Writing Chinese Characters
1. Show the Chinese characters: Busy, Forgot, Follow, and
2. Please observe carefully, children, what should you pay attention to when writing these Chinese characters?
Busy: The side of the vertical center is long and straight, the right point is upward, and the "death" extends horizontally above the right point of the vertical center.
Forget: The font is narrow at the top and wide at the bottom, and the upper and lower parts are aligned and close together.
Heel: The side of the word "foot" is slightly shorter and upward, and the vertical painting on the right part is long, upright and straight.
Yi: The font is slightly flat. The left side is shorter, and the right side is slightly longer and slightly curved, extending to the lower left side.
3. Students practice writing, and teachers provide guidance and emphasize writing postures.
4. Trace and write
Root of the tooth
5. Compare and make changes
Very surprising< /p>
4. Summarize and comment within the group on whose handwriting is beautiful.
Teaching reflection: It is easier to distinguish between vertical folding and vertical lifting, and most students master it well. Moreover, the characters written in this lesson are either left-right structure or up-down structure, and the occupied positions are better. Fourth grade calligraphy lesson plan for the second volume, Part 4
Teaching objectives:
1. Understand the basic knowledge of calligraphy and develop correct writing postures and good writing habits.
2. Be able to write hard-written characters with reference to the mutual development of positive and strange things, cultivate the ability of observation, imagination, comparison and analysis, and master the methods of appreciation.
3. Understand the writing method of Zhengqi and Qi, experience the physical and spiritual beauty of Chinese calligraphy, cultivate sentiments, and stimulate writing interests and enthusiasm.
Teaching focus: Understand the basic knowledge of the coexistence of righteousness and strangeness.
Teaching difficulties: Be able to write a few hard-written words with reference to the mutual development of Zhengqi and Qi.
Teaching preparation:
Students: hard pen calligraphy paper.
Teacher: All kinds of calligraphy works that are both positive and strange.
Teaching process:
1. Teaching introduction
Students, before writing exercises, you must first understand the general knowledge and requirements of the structural arrangement of Chinese characters. Today we will study Lesson 1 to understand how to write some distinctive Chinese characters in calligraphy works.
2. Knowledge introduction
1. The teacher presents a self-study outline:
① What is the coexistence of righteousness and strangeness? ②. What are the key points in dealing with the coexistence of positive and odd characters in Chinese characters? ③. What are the requirements for writing?
2. Students read to themselves an introduction to the content of the coexistence of righteousness and eccentricity.
3. The teacher shows relevant calligraphy works, and students point out where the structure of righteousness and eccentricity coexist.
4. 3. Learning "I Got It"
1. We have just learned about the symbiosis of Zhengqi and Qi, so how should we write the Chinese characters for the symbiosis of Zhengqi and Qi?
2. Students read "I Got It" to themselves and understand how to write the Chinese characters Zhengqi Xiangxin.
IV. Learn "I'll come and find it"
1. Just now we have learned about the Chinese characters Zhengqi Xiangxin, so where is the main character of Zhengqi Xiangxin in a calligraphy work? Teacher shows.
2. Calligraphy works. Students look for the main writer.
5. "I'll try it first"
1. Teacher: Through the study just now, we have a preliminary understanding of the basic knowledge of the Chinese characters of Zhengqi and Qi. Now we refer to what we have learned Knowledge. Write a few hard pen words.
2. Students write works.
3. Teachers and students will comment on and display the students’ works together.
6. Summary: Review the knowledge of the Chinese character structure of Zhengqi and Qi in calligraphy works. What have you learned?
7. Assign homework: write a hard-pen calligraphy work.
Design of writing on the blackboard:
Lesson 1: Right and wrong
Mainly written in Part 5 of the fourth grade calligraphy lesson plan in the second volume
Teaching objectives:
1. Understand the rules and structural principles of word formation next to the character "objective" and "you".
2． Write textbook examples according to the changing rules of the radicals you have learned.
Key points and difficulties in teaching:
When students write this stroke next to the word "mu", they can make the short horizontal stroke inside the word "mu" and the horizontal fold between Keep a certain distance.
Teaching process:
First lesson
1. Introduction
1. Check preparation before class.
2． Enter a new topic.
2. Teaching new knowledge
1. What we are going to learn today is: next to the word "objective", and next to the word "you". And demonstrate two words. Tips: When the word "MU" is used as the left radical, the shape is narrow and long, and the short and horizontal characters in "MU" are evenly distributed.
2． The teacher demonstrates writing "open" and explains the essentials of writing while writing.
3. Students use a pen to write the three words "open, sleep, and stare" four times each on the square notebook to understand the structural characteristics. (play music).
4． Teachers inspect and provide guidance, and correct problems in a timely manner
5. Comment on excellent homework, encourage everyone to study hard, and actively arrange writing exercises in their spare time.
Second Lesson
1. Independent learning next to the word unitary
1. Students read the explanatory text in the text and observe the example words.
2． Student Demonstration Several students took the stage to demonstrate "mixing and sour".
3. Introduction: The whole class begins to write these words, and four groups compete to see which group’s representative writes the best. Observe carefully and then draw the word in red on the book.
4． Correction: Let the same person write the same word again.
5. Comparison: Let the whole class take a look and compare. Two identical ones, which one is better written and why?
2. Student evaluation
3. Classroom exercises, teacher inspection and guidance.
IV. Summary:
1. Question: What did we learn today?
2． I hope students will practice more after class.
Lesson 2: Small prefix, spring prefix
Teaching objectives:
1. Enable students to learn and master the writing method of the small prefix spring.
2． Learn and master the application of two radicals in knots.
Teaching focus and difficulty:
Through discussion, students find out the writing characteristics of the small prefix. The three strokes in the small prefix have corresponding specific positions in the field grid.
Teaching process:
First lesson
1. Introduction and new teaching:
1. Talk about the reason for the name (to relieve emotional tension)
2. Do wrist exercises. (Put your palms up, hold the pen in circles, draw crosses, circles, etc. in clockwise or counterclockwise directions)
2. New teaching:
Observe the word "Party". Introduce the topic.
1. Tian Zi Ge shows "small prefix".
2． Observe the stroke characteristics and placement. (Two points: pick a point on the left, slightly lower; pick a point on the right, slightly higher)
3. Teacher: Words are like people, they should pay attention to symmetry, harmony, and echo each other; pen breaks and meanings connect, and love is like a family.
4． Tips for writing small prefixes:
Short, vertical and thick in the middle,
Pick a few points and leave a few points to protect both sides.
The left is low and the right is high,
interspersed to avoid brotherhood.
5． Practice writing.
6. Presenting "Writing Posture Song".
When writing, sit firmly,
Keep your shoulders flat, back straight, and head straight.
The chest should be one punch away from the edge of the table,
The eyes should be one foot away from the table.
Hold the middle and lower part of the penholder,
Keep your feet flat and alert.
7． Students practice writing. Written and reviewed by Normal University. Picking up points and leaving out points should be responsive, and the short vertical position in the middle should be correct.
8. Compare the characteristics of characters with "small prefix": Shang, Dang, Shang. Note: the distance between two points should be determined by the overall characteristics of the glyph.
3. Practice writing the word "Shang".
1. First, observe the font shape. The whole shape is triangular.
2． The writing is empty, trying to figure out the meaning of the writing.
3. Students practice and evaluate each other. Principle: Advantages first, disadvantages later.
Second Lesson
Teaching requirements:
1. Master the essentials of writing the word beginning with spring.
2. Practice writing words starting with spring.
Teaching focus:
Spring prefix: wide and open, it should be able to cover the lower part; the three horizontal lines are similar in length and cannot be written as the word "three".
Teaching time:
1 class hour
Teaching preparation:
Small blackboard
Teaching process:
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1. Revealing the subject
Today, we are going to learn to write the characters starting with spring.
2. Guidance
1. Show the small blackboard.
春
2. Students observe the glyphs.
3. Discussion and communication.
Spring prefix: wide opening, covering the lower part.
The three horizontal lines at the beginning of spring are similar in length and cannot be written as the character "三".
4. Teacher’s model writing.
5. Students practice writing.
6. Analyze common causes.
Spring prefix: ① The length of the three horizontal lines is wrong. ② It cannot be opened when it is left or held back.
3. Practice
"Spring, Tai, Zuo, Qin".
Complete "Think About It".
Why can’t the three horizontal strokes at the beginning of spring be written as the word “三”?
IV. Summary of the full text of the fourth grade calligraphy lesson plan in the second volume 6
Teaching purpose:
Let students master the same word frame, door word side, and square frame. way of writing.
Ask students to write combined characters with the above three character frames, paying attention to the frame structure of the new characters and the position of the strokes in the field grid.
Cultivate students’ good habits of standardized writing.
Teaching preparation:
Written brush, ink, field grid, and physical projection.
Teaching time:
One lesson
Teaching process:
1. Review old lessons.
2. Observe example words and reveal new lessons.
． The teacher took out an example character "gan", highlighted "冂" with a red pen, and asked the students to pay attention to this character.
． Reveal the subject. Teacher: In the previous writing class, our classmates learned how to write left radicals and right radicals. In this lesson we will learn new content, word frames and the combined characters formed by their radicals.
Blackboard writing topic: Word frame (1)
2. Guide to writing the radicals "冂", "门" and "囗".
(1) Guide to writing "冂".
Teacher: Students, the word frame we need to write first is the word frame "冂". Please observe it carefully.
After careful observation by the whole class, ask a classmate whose handwriting is average to write a word "冂" on the board. Everyone will comment on what is good and bad about his handwriting, that is, whether he pays attention to:
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①Light horizontally and heavy vertically.
②The right "vertical" is heavier and longer than the left vertical, and the two verticals are slightly slanted outward to prevent the top from being wider and the bottom from being narrower.
The whole class practices writing "冂", compares it with the examples in the book, and then continues to write 5 more.
(2) Guide to writing "door".
Teacher: Students, the word frame we are going to write next is the word frame "door". Please observe it carefully.
After careful observation by the whole class, ask a classmate who usually writes well to write a "door" on the board. Everyone will comment on what is good about his handwriting, that is, whether he pays attention to:
①The frame shape is similar to the same word frame.
②The three strokes are independent and not connected to each other, and the horizontal break points are relatively close.
The whole class practices writing one "door", compares it with the examples in the book, and then continues to write 5 more.
(3) Guide to writing "囗".
Teacher: Next, we have to write the box "囗". Ask the students to observe carefully from the book and write the box "囗". What should you pay attention to?
When students observe, they should pay attention to:
① Three strokes are connected and the four corners are closed.
② The right "vertical" is slightly heavier and longer than the left vertical.
Invite two students to perform on the grid at the same time, each writing a "囗", and the whole class will compare and comment.
The whole class will practice writing one word "囗", compare it with the example words in the book, and then practice writing 5 more words.
3. Guide the writing of new words with these word boxes.
Teacher: Today, the students also wrote the three character frames very well. Now let’s learn how to combine them into radicals.
Name and read the words to be written: "Gang", "Tong", "Jian", "Xian", "Nao", "Tuan", "Guo", "Wei".
Observe the different structural characteristics of these frame characters.
Instruct students to observe the difference in the positions occupied by "冂", "门" and "囗" as radicals in the Tianzi grid.
Students imitate the example in the book and write "gan" and "tong". At the same time, they pay attention to the position of important strokes in the Tian character grid, and then compare it with the example characters.
Ask two students to write "Gang" and "Tong" respectively on the board, comment on it, and the whole class will practice writing these two characters.
Guide students to write "团".
Observe the words "tong", "xian", "nao", "guo" and "wei".
Please name and write the above three characters in the grid, comment, and tell me who writes better and why?
The whole class compares the example words in the book, writes one of each word, and then practices writing 5 of each.
4. Volume 2 of the fourth grade calligraphy lesson plan Chapter 7
Teaching objectives:
1. Guide students to understand the structure and glyph patterns of new characters in this lesson;
2. Guide students to understand the characteristics of characters with a left-right structure such as "narrow on the left and wide on the right" and the characteristics and rules of flat and oblique characters;
3. Guide students to write the new characters in this lesson in a standardized and correct manner.
Teaching focus:
Guide students to write the left and right structure characters of "narrow on the left and wide on the right" in a standardized way: "custom", "du"; "mo", "base" The teacher teaches the method and the students write independently.
Teaching difficulties:
Guide students to observe and understand its characteristics and rules.
Teaching preparation:
This lesson includes some vocabulary cards, excellent homework display boards, teaching courseware, soundtracks, celebrity calligraphy works, works of outstanding primary and secondary school students, etc.
Teaching process:
1: Review introduction.
1. The text "On Diligence" tells us at the end: Only by working hard throughout your life can you make a difference and make due contributions to the people and society. We primary school students are in the golden age of reading and learning, so let us start "diligence" by reading and writing well.
2. Writing posture: head upright, body straight, shoulders flat, arms open, and feet secure.
Requirements for holding the pen: Song of Pen Holding
Three centimeters from the tip of the pen,
The thumb and index finger should be held opposite each other.
The first section of the middle finger rests on the penholder,
The ring and little finger are naturally curved.
Writing requirements: well-proportioned size, correct font, and neat roll surface.
2. Show the new words and sort them into categories.
What are the new words we are going to write today?
1. Show the new characters in the field grid, and students observe: bian, zhen, shou, mo, xiao, bia, du, ji, basic
2. We usually study new characters What methods are used?
Students’ answers are based on backward projection: look at glyphs, analyze structures, remember positions, and look for patterns.
3. Teacher: Okay, let’s first look at the glyphs and classify these new characters according to their structure. Students observed the structural characteristics of the new characters and then classified and projected them as follows:
Left and right structures: pillow, slightly, school, habit, crossing, base
Upper and lower structures: base
Semi-enclosed structure: 三
Single character: 后
3. Guide writing.
1. This lesson has the most new words with left and right structures. What are the common characteristics of these characters: (narrow on the left and wide on the right).
2. Next we mainly write and write these characters that are narrow on the left and wide on the right.
1. Guide the writing of "habits".
Students observe carefully: In addition to paying attention to "narrow on the left and wide on the right" of this character, what else should we pay attention to?
(The left and right sides are compact, the spacing is well-proportioned, the horizontal strokes are long, the upper right is written differently from "mother"; the last stroke of the character "贝" is a long dot, etc.)
(1) Teacher Demonstrate writing and emphasize key points.
(2) Students describe red and write. (Music starts.)
(3) Projection display. (Choose 1 if there is a problem, 3 if it is good)
(4) Teachers and students comment and praise, students with problems project corrections, and students write and re-evaluate again.
2. Guide the writing of "crossing". The teacher teaches while teaching.
"crossing": Note that the three points of water cannot be written as a straight line. The long stroke of "degree" is inserted under the three points of water lift. The last stroke is an oblique stroke, and the length is moderate. Be more modest on the left side so that the whole character structure looks good. Just like being a human being, educating students should also know how to be humble to each other in daily life, so that they can live in harmony.
Students describe red and write. Teachers and students comment and praise, students with problems project corrections, and students write again and comment again.
3. For several other new words, please choose one word and tell me what you should pay attention to when writing this word.
"Slightly": The left and right points of the small prefix echo each other, and should be aligned with the matching "month" below. Change it to vertical, and stick the upper part of the "month" in the horizontal position.
"School": Note that the last stroke is an oblique stroke.
"Pillow": Write the vertical hook.
"Foundation": The vertical part that "comes out" should be straight and high.
4. Observe the placement and writing rules of these characters in the field grid, and talk about the rules for writing such characters well.
After the students explain, the teacher shows the rules summarized in the form of formulas, and then reads them.
Narrow body shape, standing on the left side,
Short laterally, with the brush drawn back.
The right side is wide and needs to be stretched.
The strokes are interspersed without separation.
It is beautiful when the left and right sides are modest.
(2) Guide to write "base", "pass" and "mo" (shown on the card).
1. Students observe the "base", "pass" and "end" according to the method.
(1) Let’s talk about the key points of these words.
(2) During the student exchange, the teacher pointed out the key points:
What we call "捺" mostly refers to "slanting". Let's recall, when we were riding on the slide How do you feel? Writing strokes is like riding on a slide. It is very comfortable. Slant strokes are a dynamic stroke and should be written smoothly and elegantly.
Look at the schematic diagram (omitted) and compare "flat strokes" and "flat strokes". The similarities and differences of "slanted strokes".
The students answered that the teacher concluded that the writing methods are basically the same, mainly due to the different slopes (flat and long), the usage of flat strokes and their functions in characters.
Usage of Pingna: used at the bottom of characters.
The function of the flat bar: it plays a supporting role, so it cannot be short and must be written flat (the angle between the horizontal line and the horizontal line is about 5o to 10o) (draw a schematic diagram)
(3) Writing on the blackboard "Pan" explains the positional relationship between Pingna and other parts of the character.
Only when you walk to the vertical line on the right side of the upper part can you close the pen.
(4) Students choose to write.
(5) Projection shows teachers and students’ comments and praise.
(6) Students write again. Post the excellent assignments on the "Today's Calligraphy Star" excellent assignment display board.
4. Influence and expansion.
1. Introduction: (projection) Chinese calligraphy is the artistic treasure of our Chinese nation. The invention of Chinese characters is an important contribution made by the Chinese nation to human civilization. Every stroke of Chinese characters and every painting has a deep sense of beauty. Learning calligraphy can cultivate our sentiment and improve our aesthetic level. Let's take a look at the works of famous calligraphers from past dynasties.
2. Appreciate the calligraphy works of calligraphers from past dynasties. (Show courseware)
Appreciate students’ excellent works.