The People's Education Press fifth-grade primary school art courseware Volume I: Hanging Lanterns on the Lantern Festival

The introduction of computer-aided teaching in modern pedagogy not only challenges teachers, but also provides educators with modern teaching methods. When using courseware to teach, the teaching content should be intuitive and the media content should be clear at a glance. The theme of this class is often presented directly in class. Intuition is helpful to improve teaching effect and inherit teaching resources. The following is a fifth-grade art courseware compiled by KaoNet: Hanging Lanterns on the Lantern Festival. Welcome to read and learn from it.

Article 11 Teaching content:

The new curriculum standard experimental textbook, the first volume of the fifth grade, lesson 15, Hanging Lanterns on the Lantern Festival.

2. Design concept:

The fifth-grade students have mastered the basic knowledge and skills of fine arts, and can use the comprehensive abilities of modeling, design and application to make colored lights. Through stories, film and television works and literary works, I have a certain understanding of the traditional festivals in China. Through the study of this lesson, students can further understand the customs and habits of Lantern Festival, make lanterns with waste materials, and enhance their creative consciousness and environmental awareness of turning waste into treasure. By making colorful lanterns, solve riddles on the lanterns and other activities, we can feel the warm atmosphere of the Lantern Festival and cultivate the emotion of loving China culture.

Three. Course type:

Synthesize, explore

Four. Class hours:

2 class hours

Verb (abbreviation of verb) teaching objectives:

1. Help students collect and sort out the relevant materials of the Lantern Festival, and understand the customs and habits of the Lantern Festival.

2. Using waste materials to design and make distinctive lanterns.

3. Through telling stories, making lanterns, solve riddles on the lanterns and other activities, feel the warm atmosphere of the Lantern Festival and cultivate the emotion of loving China culture.

Key points of intransitive verb teaching:

1. Design and make distinctive colored lights.

2. Organize solve riddles on the lanterns activities and feel the festive atmosphere.

Seven. Difficulties in teaching:

1. How to design and make distinctive colored lights?

2. Keep students interested in the whole teaching activity.

Eight. Teaching preparation:

1. Students prepare:

A. the story about the origin and activities of the lantern festival.

B. Tools and materials for making colored lights (scissors, knives, waste calendar paper, double-sided adhesive tape, plastic bottles, cans, wool, etc.). ).

C.2-3 riddle.

2. Teacher preparation:

A. stories and literary works related to the lantern festival.

B.2-3 lanterns made by people (with riddles).

C videos, pictures and other information about lantern festival activities and lanterns.

D. small prizes with characteristics.

Nine. Teaching process:

first kind

Design teaching situation and introduce new lessons;

1. Hang 2-3 homemade lanterns in front of the podium, and play music that can express the cheerful atmosphere of traditional Chinese festivals by multimedia.

2. Carry out solve riddles on the lanterns activities (2-3, with small prizes to encourage students who guessed correctly and arouse their enthusiasm).

What festival is the important activity in solve riddles on the lanterns?

This leads to the theme of this lesson-hanging lanterns on the Lantern Festival.

3. Teach relevant new knowledge:

Question 2: Besides hanging lanterns, what other lantern riddles are there?

(Students answer, teachers affirm, supplement. At the same time, it is a "rolling" feature to learn more about activities through videos, pictures and literary works. )

Question 3: Everyone knows that there are so many activities in the Lantern Festival. Who knows the origin of Lantern Festival?

Students and teachers tell 2-3 short stories about the Lantern Festival, which require concise language and clear organization. )

Teach the design and production of colored lights;

A understand the design and modeling of colorful lanterns through a large number of videos, pictures and objects, so that students can get inspiration from them and provide ideas for designing colorful lanterns with their own characteristics.

B. Analyze the materials for making colored lights by watching related works.

(It is suggested to use waste to turn waste into treasure)

C. Show teachers' works, and introduce 2-3 methods of making their own works through decomposition, demonstration, teaching and schematic diagram. Let the students get the method of making colored lights (here I quote the words of making small orange lights in Bing Xin's Little Orange Lights). Suggest one of the traditional methods of making lanterns in China, so that students can understand the traditional methods of making lanterns.

D. Students discuss the idea of making colored lights in groups and communicate with each other. Teachers can make appropriate comments and suggestions. When grouping, we should pay attention to the fact that the overall strength of each group should not be too different, so as not to affect the enthusiasm of students with poor ability. )

E. organize students to make colored lights according to their own ideas. In the production process, teachers should give appropriate help in the difficult process to reduce the difficulty of homework and improve the quality of homework. )

Requirements:

1. Keep the environment clean and tidy during production.

2. Pay attention to safety in the production process.

Second lesson

A. Help students hang lanterns (teachers and students evaluate everyone's lanterns) and decorate the classroom with some waste materials to create a festive atmosphere.

B organize students to carry out activities in solve riddles on the lanterns (use small prizes as rewards to arouse students' enthusiasm and ensure the orderly and intense activities in solve riddles on the lanterns). )

X. After-school development:

1. Use music chips to make their lanterns sound, and use round materials such as bottle caps to make lanterns move, making their works more distinctive.

2. Use literary works, film and television dramas and the Internet to understand the colorful culture and activities of the ancient Lantern Festival.

XI。 Teaching reflection:

1. When evaluating works, we should highlight the advantages of the works so that students can get the joy of success from them.

2. In the process of solve riddles on the lanterns, give corresponding hints to the difficult lantern riddles to increase the interest of the activities.

3. The content of this course can hold a lantern making contest in the whole fifth grade (even the whole school) and the special activities of solve riddles on the lanterns in the lantern contest, so as to give students a bigger display stage.

Chapter 2 1, overview

1, Hanging Yuanxiao is the standard experimental textbook of compulsory education curriculum published by People's Education Press, the first volume of primary school art class 15. The purpose of this lesson is to let students know the charm of China traditional folk culture by understanding the production of simple Lantern Festival, the origin and characteristics of Lantern Festival.

2. The field of this lesson is: Synthesis? Exploration, *** 1 class hour. The contents of the course structure include: understanding the origin of the traditional Lantern Festival in China, exchanging knowledge about the Lantern Festival, making Lantern Festival lanterns by collecting information about the Lantern Festival, and carrying out solve riddles on the lanterns activities to cultivate students' feelings of loving the traditional folk culture in China.

Second, the analysis of teaching objectives

1. Knowledge and skills

(1) Collect information about the origin of the Lantern Festival and get to know the customs.

(2) Simple design of lantern effect diagram.

(3) Master the basic methods of making colored lights and complete the works.

2. Process and method

(1) Through appreciation, feel the warm atmosphere of the Lantern Festival and cultivate the emotion of loving Chinese culture.

(2) Be able to complete the lantern design according to your own ideas through cooperation and communication with the group.

(3) lanterns can be made of some simple materials.

(4) Evaluate students' homework, communicate with each other and express their opinions.

3. Emotions, attitudes and values

(1) Cultivate students' imagination, observation, and the relationship between harmonious colors and learned color lines, and love art classes more.

(2) Through learning, we can appreciate the harmonious beauty of color and the influence of color harmony on our lives.

Second, the focus and difficulties in teaching

1. Focus

(1) Collect information about the origin of the Lantern Festival and get to know the customs.

(2) Simple design of lantern effect diagram.

(3) Master the basic methods of making colored lights and complete the works.

2. Difficulties

(1) You can make lanterns with some simple materials.

(2) Evaluate students' homework, communicate with each other and express their opinions.

Thirdly, the analysis of learners' characteristics

(1) This student is a fifth-grade student in Dongcha Central School, and has certain hands-on production ability and expressive force;

(2) Although the Lantern Festival is a large-scale traditional folk festival in China, we are located in a mountainous area, and other festivals are not celebrated very much except the lively Spring Festival. Most students just watch Lantern Festival lanterns on TV.

(3) Students have certain painting skills and expressive ability.

Fourthly, the choice and design of teaching strategies.

This lesson first allows students to understand the origin and characteristics of the Lantern Festival by enjoying it and watching videos celebrating it. Then, through observation, I understand the characteristics of lanterns, such as shape and color, and design my own lantern design draft. Then individuals or groups cooperate to make lanterns, and finally the whole class evaluates each other.

Verb (abbreviation of verb) teaching resources and tools

Teaching environment: multimedia classroom.

Teacher: Multimedia courseware, model works. ,

Student: Waste materials made of lanterns, study materials, decorative materials, scissors, glue and the like.

Sixth, the teaching process.

Hanging lantern festival

Class hours: 2 class hours

Class type: comprehensive exploration

(A) preparation before class

(2) Appreciation before class: Play a vivid video "Lantern Festival" for students to enjoy the video.

Introduce new courses:

1. What do you see in the video? In which festival can you see this situation?

Today we will learn a new lesson (blackboard writing)

(4) Appreciation and evaluation:

1. The courseware shows pictures of colored lights.

Next, let's jump on the dragon boat and enjoy the unique lanterns all the way. Walking past a rainbow bridge, you can see that there are Jinshan lanterns adapted from folk stories on the water, dragon ball lanterns, romantic moon and star lanterns on the shore, colorful lanterns hanging in shops and beautiful lanterns hanging at the door of every household. It's really colorful and lively!

3. Observe all kinds of lanterns carefully and appreciate the beauty of lanterns from the aspects of color and shape.

(5) Exploratory research:

1. What kind of lanterns do the students want to design? Please go to the podium and draw your thoughts.

2. Who has any reasonable suggestions for these sketches to help him revise them?

3. Students take the stage to draw their own design sketches, and encourage other students to make bold changes and put forward opinions.

(6) Evaluation opinions:

1. With everyone's joint efforts, vibrant lanterns will be born soon, but don't worry yet. Let's enjoy these lanterns made by our classmates, see which one you like better and explain the reasons.

2, students carefully observe, boldly say their own ideas, like or dislike the reasons.

(7) Teacher demonstration:

1. Show the lanterns made by the teacher and guide the students to explore the techniques from the aspects of materials, practices and decoration.

2. Students explore ways to make lanterns by touching, observing and thinking.

(8) Cooperation and communication:

1. Show the lanterns made by the teacher and guide the students to explore the techniques from the aspects of materials, practices and decoration.

2. Students explore ways to make lanterns by touching, observing and thinking.

(nine) cooperation, cooperation:

1, I believe that students have their own ideas and ideas. Let's share their ideas in groups.

2. Cooperate to make lanterns, divide the work reasonably in groups, make decorations, and stick riddles on lanterns.

(10) Appreciation of works:

1. Looking at the ingenious lanterns, we made exquisite lanterns and dressed our classroom as a sea of lanterns. Under this exquisite work, there are riddles waiting for everyone to share. Let's invite students to enjoy lanterns in an orderly way. Let's go to solve riddles on the lanterns!

2. Students enjoy lanterns in an orderly way and solve riddles on lanterns.

Seven, teaching evaluation design

1, which pays attention to process evaluation and tends to evaluate students' design process, understanding process and production process;

2. Highlight students' self-evaluation, group mutual evaluation and class exchange evaluation;

3. Create a scale to show students how they will be evaluated (from teachers and other members of the group).