"Strange Painting World" is the content of the second lesson in the first volume of the information technology textbook for primary schools, and the teaching object is the fourth grade students in primary schools. It is an extension of drawing knowledge in textbooks and runs through the whole teaching of drawing knowledge in the future. It is one of the foundations for students to operate and use drawing smoothly and quickly, and it is also a necessary link for students to form a reasonable knowledge chain of "understanding familiarity, mastering skills and comprehensive application". The purpose of the textbook is to let students know the basic usage of some common tools and master the names and usage of the first seven painting tools in the "painting toolbox". The key point is to master the methods of color processing of closed graphics by using tools such as painting, spray gun, brush and color selection. Color is what primary school students are most interested in after receiving art education. It contains a lot of emotional and rational contents, such as yellow symbolizes tranquility, green symbolizes life, and blue symbolizes nobility. Rich colors can not only beautify the picture, but also make people feel the influence of rational beauty. Especially after learning the basic operation essentials of computer drawing, students' interest in learning is greatly stimulated, their enthusiasm for learning is unprecedentedly high, and their desire for expression is extremely strong. The new educational concept tells us that the needs of students are the driving force of our teaching. Based on this, I designed this course, aiming to further enable students to master the use of drawing function and cultivate their self-innovation ability, so as to arouse students' life experience, stimulate students' emotions and expand the rich connotation of "strange painting"-beautiful colors not only have natural scenery, but also have human virtues, so that students can be educated in beauty. Therefore, this course is an improvement course of painting knowledge teaching, which integrates art education, information technology education and ideological and moral education.
As far as the content is concerned, it is not difficult for fourth-grade students who have mastered certain drawing operation skills, and it is also something that students are very interested in. Therefore, in class, we only need to adhere to the principle of intensive speaking and more practice, and focus on the more difficult knowledge, so that students can discuss and solve it together through learning and exchange or teachers can give appropriate individual guidance to help solve it.
Second, the teaching objectives
Cognitive goal: make students familiar with the basic operation of drawing function and master the method of graphic color processing.
Ability goal: to cultivate students' ability to obtain information, process information and apply information.
Cultivate students' abilities of independent exploration, independent learning, self-innovation and group cooperation.
Emotional goal: let students show themselves, inspire themselves, experience success, stimulate curiosity and cultivate sentiment in constant exploration.
Third, the focus and difficulty of teaching
Key points: Master the names and usage of the first seven painting tools in the "Painting Toolbox".
Difficulties: Understanding, experiencing and expressing the rich connotation of "strange painting world"
Fourthly, the teaching methods are expounded.
The main teaching methods adopted in this course are "Task-driven Method" and "Creating situational method".
It is clearly pointed out in the information technology syllabus that the teaching of knowledge and skills should focus on completing typical "tasks". Therefore, this course adopts the thematic teaching mode under the guidance of constructivism theory. Through the art education and information technology education (curriculum integration) accepted by students, we will create an electronic art exhibition (situational method), set up tasks, let students apply what they have learned, do it by themselves, organically combine various operations of drawing (task-driven method), and check and fill gaps in a task-driven way, so as to make the teaching content flow reasonably and naturally. In teaching, inspiration and induction run through, fully arouse students' learning enthusiasm, pay attention to adjust the classroom teaching atmosphere, make students change passive learning into active and happy learning, and make the classroom lively, interesting and efficient.
V. Guidance on learning methods
The learning method taught in this class is "accepting tasks-thinking and discussing-cooperative practice".
Constructivist learning theory emphasizes student-centered, requiring students to change from the object of knowledge infusion to the subject of information processing. Therefore, in the teaching process of this course, students are skillfully designed to explore and learn independently through classroom discussion, mutual cooperation and practical operation, so that students can unconsciously realize the transfer, migration and integration of knowledge in the process of completing tasks.
Sixth, the teaching process.
According to the teaching content of this course and the subject characteristics of information technology course, combined with the actual cognitive level and life emotion of fourth-grade students, the teaching process is designed as follows:
(A) create a situation, passionate investment
(two) step by step, to guide the learning standards.
(3) Summarize and complete the construction.
Elaborate in detail
(A) create a situation, passionate investment
First show a beautiful electronic exhibition scene (a scene can be simulated by FLASH). Students will definitely express their comments through their own life experiences and realize how colorful the works in the electronic exhibition are. Finally, the teacher seized the opportunity to put forward the task: students choose their own pictures and pay attention to the use of tools.
The purpose of this link design is to create a beautiful learning situation, arouse students' enthusiasm, use students' yearning for beautiful things, stimulate students' interest in learning, and make students take the initiative to accept tasks in the situation, so as to enjoy learning. At the same time, review the operational skills that have been mastered to lay the foundation for the later teaching.
(two) step by step, to guide the learning standards.
This link is divided into two levels:
The first level:
1, students choose drawing tools to draw, and teachers tour to guide.
2. Communicate and evaluate students' works. The teacher affirmed the students' achievements and summarized the transition.
The second level:
1, the teacher pointed out that the picture content is not rich, combined with students' moral education, collective discussion, to guide the expansion of the meaning of "strange painting world"-give full play to imagination and show self-style.
2. Make the goal and task of integrating aesthetic education, moral education and information technology education: create a picture that reflects one's personality. Requirements for screen design (such as content, color matching, etc.). ) can be solved through group cooperation. Technical problems can be solved by group discussion and asking teachers for help.
3. Collective discussion, exchange and evaluation.
This link is the key part of the class, so (1) I integrated the three disciplines of art, ideology and morality and information technology in a task-driven way. Task is the "fuse" of the classroom. Teachers throw out one task after another through the advantages of curriculum integration to stimulate students' creative desire, thus promoting students' independent exploration, independent learning, group cooperation and independent innovation, and achieving the purpose of mastering operation and use skillfully. At the same time, the superior and effective incentive system, which is also unique to information technology, is used to inject another impetus into task-driven method and stimulate students' enthusiasm for learning and creation.
(3) Summarize and complete the construction.
(1) Students exchange learning experiences, evaluate each other and help each other.
(2) Teachers help students lose scientific knowledge and make a summary.
In order to test and promote each student to achieve the expected goal and find out the problems in teaching, it is necessary and effective to evaluate the learning effect of students. The purpose is to deepen students' memory and understanding of knowledge and complete the real knowledge construction.
Seven. design concept
When designing this lesson, I paid attention to the following ideas:
1, the problem of subject integration. This course integrates art, information technology, ideology and morality, and pays attention to the internal integration of information technology education knowledge.
2. Combination of speaking and practicing. As far as the content is concerned, it is very interesting for the fourth-grade students, so we just need to adhere to the principle of intensive lectures and more practice in class. Focus on difficult knowledge.
3. Change the way students learn. Students change passive learning into active and happy learning, and obtain information and master operation through various learning methods (such as autonomous learning, collaborative learning, self-innovation, etc.). ).
4. The combination of scenario-driven and task-driven. When each task is thrown out, many appropriate scenarios are created, so that students can take the initiative to accept the task unconsciously in the scenarios.