Author: Li Yixia Source: Yinzhuang Experimental Primary School Click: 1 17 Comments: 0
I said that the content of the class is the fourth lesson "Color Contrast" in Book 10 of the primary school art textbook published by People's Education Press. I will talk about my teaching design of this course from four aspects: teaching material analysis, teaching rules and blackboard design in teaching process:
I. teaching material analysis
This lesson belongs to "Modeling? The content of the field of "expression" learning is a course aimed at enabling students to learn and understand the visual laws of color, and combining with the color contrast in life, to cultivate students' sensitivity and expressiveness to formal beauty, so as to "enable students to form basic artistic literacy".
After several years of study, grade five students have mastered some basic knowledge of color, and their life experience and aesthetic experience have laid the foundation for them to learn this lesson.
To this end, I have established the following teaching objectives and teaching difficulties:
Teaching emphasis: learn the law of color contrast, feel the formal beauty of contrast, and apply the law of contrast.
Teaching difficulties: how to choose and match colors with strong contrast and soft contrast.
Teaching objectives:
(1) Knowledge and ability: Through explanation and appreciation, let students understand what color contrast is.
(2) Process and method: Learn and understand the visual laws of color, so that students can feel the formal beauty of contrast and can initially use the laws of contrast.
(3) Emotion, attitude and values: cultivate students' ability to perceive beauty and improve their aesthetic quality.
Second, the teaching rules:
Based on the analysis of teaching content and understanding of students' cognitive level, I have determined the following teaching methods and learning methods:
Teaching methods:
1. guided discovery method: beauty is everywhere. What is needed is eyes that are good at discovering beauty, guiding students to learn aesthetics, discovering beauty in life and nature with beautiful eyes, cultivating students' noble sentiments and forming a healthy aesthetic view.
2. Question inquiry method: problem-oriented, guiding students to think independently about the problems raised by teachers in a specific environment, and solving problems through sorting and analysis. Reflecting students' dominant position in learning is helpful for students to understand abstract color knowledge in their own way, and at the same time create a relaxed learning atmosphere for students.
Studying law:
1, Music Association Method: Music and art are both emotional arts, the difference is that the beauty of music comes from hearing, and the beauty of art comes from vision. In this course, I use music to arouse students' senses, and use audio-visual combination to let students feel the formal beauty of color contrast.
2. Emotional experience method: every color is emotional, and several tones of sound contain rich emotional information, which cannot be conveyed by language. Only by understanding and experiencing can * * * be produced. So I guide students to experience the emotional characteristics of color.
3. Cooperative communication method: Educational psychology points out: "Cooperation and communication are the basic abilities of human life." Using the creative method of group cooperation in art class can make students experience the fun of making works in the process of group cooperation.
Third, the teaching process
(A) the introduction of exchange music association
First, display a black-and-white photo on the big screen. Let the students guess what this picture is. Then slowly transition to color, let students observe the change from black and white to color, talk about their feelings, and let students realize that the world we live in is a colorful world.
Next, let the students choose 2-3 colors they like from the oil pastels and draw them quickly on a small card. In this link, students use colors unconsciously and subjectively. I deliberately chose two groups of colors and arranged them behind two hollowed-out cards, so there were two kinds of clothes with different color contrasts. Then play two pieces of music and ask the students to tell which clothes these two pieces of music feel a bit like.
Students will easily find that the first piece of music feels a bit like this dress. How does it feel? Strong, lively, jumping, cheerful ... another dress gives you the same feeling as another music. Softness, harmony and integration ...
At this time, I showed some colorful cards at the right time. Students compete in groups and classify the cards according to their feelings. Let students' emotional experience be consolidated.
(B) to guide the exploration of emotional experience
This link is to guide students to explore freely and learn independently. In this link, the teacher does not directly tell the students what to master, but provides the material for solving problems-color rings, so that students can find the rules themselves. Teachers only participate in learning exchange activities.
At this time, I throw out the question of this link: What tones feel strong contrast together and what tones feel soft together? Let the students look at the color circle to see if there is any regularity.
I divided the students into six groups and prepared a color ring for each group. The visual law of color is quite abstract knowledge, which is difficult for students to understand. It is necessary for students to cooperate, communicate and discuss in groups. In the process of discussion and communication, students gradually discover the laws of strong contrast and soft contrast of colors, and make it clear in discussion and communication. Individual thinking and wisdom can be displayed and finally enjoyed by the whole group.
Next, the exact range of strong contrast and soft contrast on the color ring and the definition of color contrast are demonstrated by courseware. Ask students to standardize their conclusions through discussion. Show me the blackboard at the same time.
There are beautiful color contrasts everywhere in life. Through the appreciation of a large number of pictures, let students appreciate pictures in life and nature, and feel the beauty of nature, color and contrast. Then go to the next part of this lesson.
(c) Practical and creative cooperation and exchanges
Creation is also one of the focuses of this class. Let the students work in groups and use their own tools and materials-colored paper balls and other utensils. According to the different division of labor of the team members, * * * will cooperate to complete 1-2 artworks ... This will not only cultivate students' practical ability, give play to their innovative spirit and personality, but also cultivate students' spirit of unity and cooperation in cooperation. In the process of students' creation, students are encouraged to use subjective colors purposefully and preset, so that the picture presents the expected atmosphere and effect.
(4) Appreciate the works and expand your thinking.
This link includes two levels.
First, the evaluation of learning effect includes students' self-evaluation, peer evaluation and teacher evaluation to evaluate students' learning emotion, attitude and effect.
Secondly, let students think about two questions:
1. What should I pay attention to when choosing colors when the school library is to be decorated?
2. Why are all the large toys in children's playgrounds brightly colored?
Through the thinking of these two questions, let students apply what they have learned to a broader life, and let students understand that beauty comes from life and beauty is applied to life.
Fourth, blackboard design.
According to the teaching process, the blackboard writing design is divided into four parts: theme, strong contrast area, soft contrast area and color circle area.
Throughout the whole class, I try my best to embody guidance and exploration, so that students can explore in learning and learn in exploration. This is the whole content of my class.