First of all, talk about textbooks.
"Coloring pictures" is the content of computer drawing in Unit 3, Lesson 6, of the information technology experiment textbook for fourth grade primary school published by Guizhou Science and Technology Publishing House. The teaching object is the fourth grade students in primary school. 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 learn to set foreground and background colors and master the methods of color processing for closed graphics. The key point is to master the methods of color processing for closed graphics through drawing tools such as painting, airbrush, brush and color selection. The connotation of "color world" includes not only natural scenery, but also the virtue of human nature, so that students can be educated in beauty. Therefore, based on the network environment, this course integrates art education, information technology education and ideological and moral education to improve the teaching of basic drawing knowledge.
Second, the teaching objectives
Cognitive goal: to make students familiar with the operation of drawing function and master the method of graphic color processing.
Ability goal: to cultivate students' ability of self-exploration, self-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 color processing method of closed graphics through research-based learning activities.
Difficulties: How to deal with color leakage when filling?
Fourthly, the teaching methods are expounded.
The subject characteristics of information technology determine that it is necessary to "base on basic operation and infiltrate basic knowledge" in teaching. Starting with some students' favorite information processing tasks, we can guide students to complete the tasks from easy to difficult, so as to cultivate students' interest and awareness in information technology and enable students to have the ability to acquire, transmit, process and apply information, thus taking information technology as a means to support lifelong learning and cooperative learning.
In order to let students master the content of this lesson, I adopted the situational guidance method and task-driven method to help students digest the content of this lesson, stimulate students' interest in learning, stimulate students' thirst for knowledge, give play to students' main role and reflect teachers' main role. At the same time, demonstration method and transfer method are supplemented in the teaching process, and the "trinity" teaching method of art class is used for reference to achieve the optimization of teaching effect.
V. Guidance on learning methods
According to the constructivist learning theory, students are the main body, and students change from the object of knowledge infusion to the main body of information processing. In this class, I always guide students to learn and operate with strong interest and curiosity, and acquire knowledge and skills through independent exploration. The idea of "self-study-try-innovate" runs through the whole teaching process, so that students can give full play to their main role, discover methods, solve problems and give full play to their learning enthusiasm on the premise of clear objectives and tasks.
Teaching environment of intransitive verbs
Multimedia computer network classroom
Seven. 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 fifth-grade students, the teaching process is designed as follows:
(A) create a situation, passionate investment
(B) Task-driven autonomous learning
(C) comprehensive use to expand knowledge
(D) work display, knowledge consolidation
Elaborate in detail
(A) create a situation, passionate investment
First, create a musical situation: play the song "Little Painter". Do we want to be such a little painter? Then let's all become masters of color mixing and make beautiful paintings! Create another story situation: Tao Tao the pig goes to DuDu to study. Accidentally fell into a mysterious place-a colorless world. It turns out that small animals don't care about the environment, so Father Sun took the color away. Grandpa Sun said that as long as small animals care for and protect the environment and paint DuDu with rich colors, they can get their colors back. Today is the deadline. ""Don't worry, I can help you. " Said the pig. But with so many tools, which color should I use? Students, help me! "
Design intention: create a beautiful learning situation, arouse students' enthusiasm, skillfully design an obvious short board, 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.
(B) Task-driven autonomous learning
1, the use of coloring tools, spray guns and brushes
The teacher assigned the learning task-coloring the black and white pictures, and the students studied in groups. Requirements: See which group of students have the most novel methods and the most appropriate tools. Students with questions can refer to the methods in the reference books and discuss with each other. Students begin to operate, and teachers patrol. After the self-study, the teacher summed up and the students went to the stage to demonstrate (talking and operating). Choose a classmate to draw a picture with a missing color, and the teacher will use this as a breakthrough to ask the reason, and then get the teaching focus of this lesson-the coloring tool can only fill closed figures. Choose one from each group, color it, see which painting is good, introduce how to draw it, or make a table for students to compare the similarities and differences of several tools.
2, use color eraser-replace the foreground color and background color.
Fairy tale situation: when pigging, the pig finds that his rubber has changed color? What's going on here? Who can help him? At this time, another knowledge point is introduced-replacing foreground color and background color. Through mutual help among students and teacher's explanation, students can master the method of replacing foreground color and background color.
Design intention: Students often use colored erasers when drawing. Through the fairy tale mirror, I naturally transferred from the knowledge of coloring tools to the knowledge of foreground and background, which is so natural. When students help pigs, their mastery of knowledge points has been further consolidated. By using the methods of demonstration and operation, teachers can guide difficult tools in time when students report and question learning, and students can break through difficulties in cooperative learning. In the report study, give affirmation and praise to the students' bright spots in time. In the process of self-study, students cultivate their self-study ability and the learning spirit of not being afraid of difficulties, thinking positively and cooperating with others.
(C) comprehensive use to expand knowledge
Fairy tale situation: Piggy said, "Students, use what you have learned to develop your imagination and help Dudu find its color!" " "Teacher reminds:" Students, don't forget that DuDu was taken back by Grandfather Sun because it destroyed the environment. What kind of environment is environmentally friendly and the most beautiful? "Use your imagination to design the most beautiful nature in your heart!" Students choose their own pictures, and paint their favorite colors in the way they want to paint.
Design intention: while consolidating new teaching knowledge, cultivate students' innovative ability, stimulate students' personality development, and let them give full play to their imagination and create unique works in a free and relaxed space.
(4) Exhibition of works and completion of construction.
A good lesson, the last finishing touch is also very important. In this link, I designed it like this: "The teacher found that the DuDu country designed by the students was beautiful. Let's take it out, learn from each other and share it. When we show it, we will also talk about why you are dressed as DuDu. " Students show and evaluate themselves. The teacher concluded: "As the students said, different colors can express different thoughts and feelings, and can also convey different information. The students have made the DuDu village beautiful, thank you! " Finally, through the fairy tale situation, the class ended: the animals cheered: "The color is back, the DuDu country is beautiful again, and the pigs are great." Piglet said, "Students are the best!" " ""Thank you, classmates, you are all honorary citizens of DuDu! "The students cheered:" We are all honorary citizens of DuDu! "
Design intention: In the exhibition of works, students evaluate each other, express their opinions and exercise their language expression ability. In the process of self-presentation and mutual evaluation, they exchange and collide their ideas. The exhibition provides a stage for students to fully show themselves. Teachers discover the bright spot of each student in time, give accurate evaluation and affirmation, and make students gain successful experience and joy.
Eight, the 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 not difficult for the fourth-grade students who have mastered certain drawing operation skills, and it is also something that students are very interested in. They only need to adhere to the principle of intensive teaching 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 acquire information and master operation through various learning methods (such as autonomous learning, collaborative learning and self-innovation).
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.
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