Teaching plan of "Multi-layer Animation" in the first volume of 8th grade Information Technology by People's Education Edition I. Analysis of teaching content
This lesson is Lesson 4, Unit 1, Information Technology, Volume I, 8th grade, People's Education Press. This unit is a further study on the application of flash animation after a preliminary understanding, laying a solid foundation for strengthening students' operational ability. This course is a comprehensive application course based on a preliminary understanding of Flash animation (including shape tweening animation and making simple animation). Take tween animation as the main content, consolidate the basic production methods of tween animation and master it. Learning this lesson well plays an important role in the layer in this chapter, the function of each partition of the timeline and so on.
Second, the analysis of learner characteristics
The teaching target is 8th grade students. 8th grade students have mastered certain information technology operation skills, and also have certain ability to analyze and solve problems. However, due to the difference of information technology level among students, there may be cases where good students operate quickly and poor students can't keep up. Therefore, in teaching, I designed teaching tasks with different difficulties according to students' differences, so that students can choose appropriate tasks independently according to their own level. In this way, most students can achieve the basic teaching objectives, which can not only make students feel the joy of success, but also solve the problem of differences among students.
Third, the teaching objectives
Knowledge and ability
The concept of layer. Create new layer methods, rename and lock layers, and change the stacking order of charts. Master and learn how to make multi-layer animation. The method of using the selection tool. You will use the arrow tool to change the shape of the graph. Students cultivate innovative ability and practical ability in the process of creation. Cultivate students' ability to learn by analogy and design multi-layer animation independently.
Process and method
Understand the general method of making animation by making tween animation. Demonstration teaching method, learn to study independently and explore cooperatively, analyze and solve problems. By making? Shake the branches? And then what? Spinning windmill? Animation, learn how to use layers to make multiple animations. The method of selecting the graphic shape changed by the tool. Use the parameters in the Transform panel.
Emotional attitudes and values
Through the cooperation and exploration between students, students can help each other and enhance their friendly feelings. Give students methods, courage, encouragement and success, so that students can enjoy a sense of accomplishment and establish self-confidence. Cultivate students' spirit and consciousness of active exploration, daring to practice and bold innovation. Encourage students to study animation in depth, master animation methods from shallow to deep, and improve the level of animation production and appreciation. Cultivate students' spirit of independent exploration and collaborative research.
Fourth, the focus of teaching
1, master the production method of multi-layer animation.
2. The concept of layer and various operations of layer.
Difficulties in teaching verbs (abbreviation of verb)
1, a selection tool will be used to change the shape of the graph.
2. The function of the registration option and the function of the parameters in the deformation panel.
Sixth, the teaching environment and media materials.
Hardware resources: network microcomputer room, electronic classroom.
Software environment: polar electronic classroom control software, Flash MX material: picture material, animation material.
Seven, teaching strategy design
Task-driven, lectures, drills, group cooperation and other ways are used to organize teaching, and the teaching strategy from shallow to deep is adopted step by step, reflecting hierarchical and inquiry-based teaching. ? Create situational method? 、? Task-driven method? 、? Sample demonstration method? Wait a minute. Through situational introduction, taking tasks as the main line and students as the main body, we will create a platform for students to explore and learn independently, so that students can change passive learning into active and happy learning.
Eight, the teaching process
(A), creating scenarios, introducing topics
First of all, create a scene: enjoy the beautiful picture of dancing and willow fluttering and the animation of willow fluttering, so that students can feel the beauty of the picture and the movement of the animation. Play some flash animations to introduce new courses.
Students, look at the screen. Are these animations nice? So let's learn new knowledge and skills together in this class. Multi-layer animation.
What is a layer?
Layers are the elements that make up Flash animation. Flash animation can be composed of multiple layers. They are like several pieces of glass stacked together. Graphics, images, multiple objects or an animation can be placed in each layer independently, and the contents of multiple layers can be combined to form a complete animation.
(B), task-driven, master new knowledge
group
Group of four, divided into about 10 group. Choose a good team leader and ask the team leader to coordinate and organize, and report and summarize. The team leader should be able to reasonably assign tasks according to the technical level of everyone in the group and help them complete their respective tasks as soon as possible.
Making? Shake the branches? animation
Students watch the teacher's operation through the teaching broadcast and understand the concept of layer. Learn how to add, select, delete, display, lock and change the stacking order of layers.
Task 1: students do it themselves and create under the guidance of textbooks and teachers? Branches? Component. Make a motion picture, complete? Shake the branches? Animation.
The teacher patrolled and guided. In the process of inspection, students' operation problems are found and necessary help is given. Making? Shake the branches? Animation 1, creation? Branches? element
Step 1: Start Flash, open a new file, and click? Attribute? On the panel, set the background color to blue.
Step 2: First, choose a pencil tool and draw some branches.
Step 3: Select the ellipse tool and draw leaves on both sides of the branch.
Step 4: After selecting the branches and leaves, convert them into components (modify? Converted to a component), move the center point of the component to the upper midpoint of the branch component.
2. production? Shake the branches? animation
Step 1: Select the 30th frame, press F6 to insert the key frame, select any transformation tool, and rotate the branch to a certain angle.
Step 2: Select the 60th frame and insert a blank key frame.
Step 3: Copy the contents of 1 frame to the 60th frame. CTRL+C？ CTRL+SHIFT+V (paste to the original position of the drawing)
Step 4, insert the tween between the 1 frame and the 60th frame. What is the fifth step? The wind blew. fla？ To save the file. Making? Spinning windmill? animation
Task 2: under the guidance of the teacher, complete the group cooperative inquiry? Spinning windmill? Animation and with? Shake the branches? Put it on the stage and combine different layers.
Teachers guide students to create? Windmill? Component, method of making rotation effect and method of combining layers. The teacher patrolled and guided. In the process of inspection, students' operation problems are found and necessary help is given.
Upload the work done by the group to the teacher's computer, show the better work, let the group leader explain and praise the group. For groups with unfinished works, please complete the group guidance and finally complete all the works.
1, create? Leaves? element
Step 1: Add a new Layer 2, and then click the first frame of Layer 2.
Step 2: Select the rectangle tool, set the brush stroke color to colorless and the fill color to linear color change.
Step three, draw a rectangle on the stage.
Step 4, select the arrow tool, convert the rectangle into a triangle, and drag the pointer in the lower right corner of the triangle to form a blade.
Step 5, select the drawn blade and convert it into a component.
2. create? Windmill? element
Step one, choose? Leaves? , execution? The window? Design panel? Deformation? Command, open? Deformation? Panel, enter? 45 degrees? , click? Copy application morphing? Barton, you copy a leaf.
Step 2: Click Copy 6 times? Windmill? The other six blades, at the same time, each rotation angle is increased by 45 degrees. Step 3: Hold down the Shift key and click on everyone on the stage? Leaves? , select them all and execute them? Modify? Convert into components? Order, in? Convert into components? In the Name box of the dialog box, enter? Windmill? .
3. production? Spinning windmill? animation
Step one, click? Timeline? In frame 30 of panel layer 2, press F6 to insert the key frame. Click Frame 60 of Layer 2 again to insert a keyframe.
Step 2, click the first frame on the second floor and click? Attribute? Set the supply room in the panel to? Action? , set the rotation to? Counterclockwise? .
Step 3: Click Frame 30 of Layer 2, and then click? Attribute? Set the supply room in the panel to? Action? , set the rotation to? Clockwise? .
Step four, save the file.
Practice and observation
Change the layer name (double-click the layer name and enter a new layer name); Move the object horizontally or vertically (hold down SHIFT and drag the mouse); Change the stacking order of layers; Show/hide layer; Locking/unlocking layer; Show Object Outline/Show All Objects.
Arrow tool
In Flash, the arrow tool has the function of selecting, moving and changing shapes. Click the boundary of the graph to select the boundary; Click inside the drawing to select the filled area; Double-click inside the graph to select the whole graph. Drag the box with the mouse to select the local area and the whole graph; You can also move the position of the vertex; Move graphics; Change the bending degree of the drawing boundary.
(3), feedback practice, master the expansion task.
Finish the exercises after class and review the knowledge points of this lesson. Do your own after-school expansion work, which can be passed on to the teacher through QQ.
1, making Dutch windmills
2. Dabancheng Wind Turbine
3. On the basis of today's rotating animation and shaking branches, add four more layers. These four layers are composed of clouds, mountains, shining stars (animation) and background respectively.
4. Wheel rolling
Step 5 raise the national flag
6. Rotate the text
7. A moving car.
(D), summary, flexible use
Through the study of this lesson, we have mastered the steps of making multi-layer animation, learned the skills of multi-layer animation and understood the production process of multi-layer animation. Let students know about the making of animation and get interested in making animation. Improve students' aesthetic taste and spirit of cooperation and mutual assistance. Students can design an animation by themselves and flexibly use the animation knowledge and skills they have learned before.
People's Education Edition II 8th grade Information Technology Volume I "Multi-layer Animation" Teaching Plan. Teaching content analysis
In this textbook, the teaching content of this course plays a connecting role. In the previous lesson, we learned the creation and basic operation of components, as well as the animation of shapes and actions, which played a good role in paving the way and made necessary preparations for this lesson. After students learned the multi-layer operation, they laid a good foundation for the follow-up study of Flash animation. There are many knowledge points in this class, especially in? Layer operation? This part includes creating new layers, renaming layers, locking layers, etc. , plus? Animate tweens by layer? The operation of this content is large, and the whole class is difficult.
Second, the analysis of teaching objects
In the previous study, students have a preliminary understanding of Flash software, key frames, components, stage and other knowledge in Flash animation, and can make simple shape and action animations. Because students have a certain painting foundation in the study of drawing units, they are eager to add animations that meet their own needs on the basis of making simple animations, and are eager to create more complex animations. Students' strong thirst for knowledge has become a powerful driving force for learning this course, which is conducive to the development of teaching and learning this course.
Third, the teaching objectives
Target dimension
Behavior goal
Understand the meaning of layers, master the method of creating new layers, and operate as needed.
Knowledge and skills
Renaming, locking and changing the stacking order of layers will set the animation effect of multiple layers.
The process of making multi-layer animation through self-study and group cooperation.
Process and method
Experience and master the skills, methods and functions of using layers in Flash animation.
Emotions, attitudes and values
Through the learning activities of making multi-layer animation, students are initially trained to express their feelings by using information technology and feel the pleasure of creating works by using information technology.
Fourth, the teaching focus and difficulties
Key points: Insert layers and make tween animations for multiple layers.
Difficulties: the concept of layer and its operation.
Five, teaching philosophy
Effective information technology courses cannot rely solely on imitation and memory. Hands-on practice, independent exploration and cooperative communication are important ways for students to learn information technology. This lesson closely revolves around this idea, creating teaching scenarios, guiding students to observe and think, finding problems, asking questions, exploring ways to solve problems, and verifying their guesses with operations. Give full play to students' awareness of active participation, respect students' self-discovery and distinctive methods, encourage innovative thinking, establish students' confidence in learning information well with appropriate evaluation, and promote students' lively, comprehensive and harmonious development.
Sixth, teaching strategies.
The teaching design of this course is guided by innovative education theory and constructivist learning theory, which conforms to the innovative teaching principle of taking learning as the main body, teaching as the leading factor and culture as the main line in classroom teaching. Special topic? Teaching strategy has changed the traditional teaching mode of information technology subject, which is simply explained and demonstrated by teachers and passively accepted by students. In teaching, environmental protection topics that students are interested in are designed as the carrier of knowledge and skills teaching, so as to create a relaxed and independent information technology culture atmosphere for students, let students actively participate and be willing to explore, cultivate students' learning interest and independent learning ability, cultivate students' cooperative spirit and aesthetic ability, and students' information literacy, so that students can experience the joy of success and enhance their self-confidence.
Seven. Teaching environment
Multimedia network classroom with interactive teaching control system and projector.
Eight, the teaching process
(A) create scenarios and introduce topics
Teacher: Through the study of last class, we set up an action animation to make our school bus move (the teacher played the animation "Autumn Tour" last class). Students went to the park for an autumn outing, ate a lot of snacks, fruits and drank a lot of drinks. How to deal with the garbage generated in the process?
The student replied: recycle it in the trash can.
Teacher: Clean the environment, starting with me. Pay attention to cleaning at ordinary times and recycle the garbage into the dustbin. Our trash cans are generally divided into two categories, with two signs (courseware demonstration) on them. Do you know what they mean?
Students answer: recyclable garbage and non-recyclable garbage
Teacher: We should sort the garbage, which is beneficial to the recycling of resources. In this lesson, let's make an animated video to remind everyone to pay attention to cleaning and recycling garbage.
Design intention: create a scene to educate students on environmental protection and lead to the topic.
The teacher put forward the topic: cleaning and hygiene, starting with me? Make multi-layer animation to help the garbage sort and put it back in the box.
(B) Play animation, leading to questions
Teachers play multi-layer animation, show the animation of garbage sorting and returning to the box, and organize students to set up the animation of tween according to the existing knowledge to try to realize it.
Students try to animate according to what they have learned. By trying to operate, it is found that the demonstration animation effect cannot be realized.
Design intention: By setting and asking questions, students' interest in learning is stimulated.
(3) Self-study and acquire new knowledge.
Teacher: Let's simulate this animation.
Master? Banana peel? And then what? Trash can? Post on the same slide, move? Banana peel? When, two people moved together.
Teacher: Is there any way to solve this problem? Banana peel? With what? Trash can? Non-interference?
Through group discussion, students propose solutions to problems: will they? Banana peel? And then what? Trash can? This problem can be solved on two different slides.
The teacher verified by doing experiments: Yes? Banana peel? And then what? Trash can? Post on different slides, move? Banana peel? When the movie was shown? Trash can? The slide remains stationary.
The teacher concluded: each of our slides is actually equivalent to one layer in our FLASH, that is, it takes two layers to achieve this effect.
The teacher did the experiment and asked:? Banana peel? Do you feel it? Trash can? Outside, what should I do?
Students discuss in groups, discuss ways to solve problems and report the results: will they? Banana peel? Put the layer in? Trash can? Under the floor.
Teachers verify students' methods of solving problems by doing experiments.
The teacher put forward the student's task: do? Banana peel back to the trash can? To promote small animation, we should master the following skills:
1, rename the layer.
2. Create a new layer
3. Lock the layer
Please refer to the automatic animation to complete the preparation work. Think about the following questions when you are finished:
1. How many floors did I use?
2. What is the name of each floor? Why change the layer name? What did you put on each floor?
3. Why should I lock the layer? Students learn independently and complete the preparation for making animation.
The teacher patrolled the hall and tutored the students.
The teacher arranges learning to answer the above questions, and guides the students to make clear the significance of changing the name of the layer and locking the layer: the goal of changing the name of the layer is more intuitive; The purpose of locking this layer is to avoid misoperation of this layer.
The teacher named the students to demonstrate renaming layers, creating new layers and locking layers.
Design intention: Through hands-on demonstration, test students' learning mastery and solve learning difficulties.
(D) self-study, master new knowledge
Teacher: We have made full preparations. Now, let's cooperate with each other and finish it together? Banana peel back to the trash can? Small propaganda animation. If you encounter problems in the process, you can ask your classmates in the same group or raise your hand to signal the teacher to participate in the group discussion.
Students complete the animation according to the self-taught animation. The teacher visited the hall, and representatives of individual counseling groups demonstrated how to make promotional cartoons for students.
The teacher summed up the main points of the new knowledge: analyze and explain the problems that most students encounter in the operation process.
Design intention: strive to complete the task and cultivate the ability of independent inquiry.
(5) consolidate and improve
Teacher: Those students who haven't finished promoting cartoons continue to complete the task. Students who have completed the task will find suitable garbage bins in the library to put other garbage, and then return.
Students continue to make animations according to their personal tasks.
The teacher visited the hall and instructed the students to make animations.
Design intention: Pay attention to students' ability differences and teach at different levels.
(6) Sublimate the theme and expand the technology.
Teacher: The earth is our home. Now people pay more and more attention to environmental protection. All of us should support a clean environment by implementing actions, starting from ourselves and starting from the little things around us.
Teacher: Now, let's create a scene for this animation, add a background and tell your team members this little story about environmental protection.
Students create theme animation.
The teacher patrolled the hall and tutored the students alone.
Design intention: Put forward expansion exercises to stimulate students' interest in learning and consolidate new knowledge.
(7) Summary and evaluation
Students who have completed the task can leave their seats, look at the works of the same group of students and put forward suggestions for revision.
Discuss in groups and choose the best works in the group.
Show outstanding works in groups, and ask the authors to tell environmental protection stories related to animation, and make self-evaluation, other evaluation and teacher evaluation.
Teacher's summary: When making multiple objects move at the same time or adding background in animation, we need to insert multiple layers and put different objects in different layers. In addition, we generally need to give each layer a meaningful name and lock the layers that have been operated to avoid misoperation.
Design intention: to cultivate students' aesthetic ability and the ability of self-evaluation and mutual evaluation. Consolidate the knowledge learned in this lesson by summing up.
Nine, teaching reflection
This lesson creates environmental protection scenes, starts with the things around students, sets up learning tasks close to students' lives, stimulates students' interest in learning, constantly discovers new problems in the learning process under the guidance of teachers, and seeks solutions to problems through cooperative discussion, independent inquiry and operational verification. In solving teaching difficulties: when understanding the concept of layer, students can intuitively understand layer with the help of slides and other objects; In the teaching process, we can pay attention to the differences of students' learning levels and carry out hierarchical teaching so that every student can feel the joy of success; Environmental education runs through the whole classroom teaching, from scene setting, topic introduction, to making propaganda cartoons, to the final extension, adding background layers, sharing environmental stories and so on. It embodies the environmental education for students from all over the world.