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Excellent case reference of art teaching plan in the fourth grade of primary school
As a basic teaching course in modern quality education, art education is very necessary to promote students' ideological and moral quality, mental health and personality development. The following are my carefully collected art teaching plans for the fourth grade of primary school. I will share it with you and enjoy it together.

Art teaching plan for the fourth grade of primary school 1

Teaching objectives:

1. Knowledge Goal: Experience the relationship between design and life, as well as design methods and knowledge, and understand the design concept of applying what you have learned.

2. Skill goal: Improve students' hands-on operation ability by designing operation and using materials.

3. Emotional goal: to understand the service object of design and cultivate innovative consciousness.

Subject: Cup Design

Teaching objectives

1, cognitive goal: to understand the structure, function and material of the cup.

2. Skill goal: Use what you have learned to design a convenient, practical and beautiful cup.

3. Emotional goal: understand the design consciousness of people-oriented and service-oriented, and cultivate the spirit of innovation.

Teaching emphases and difficulties

Focus: Observe and analyze the functions of each part of the cup, and cultivate students' design consciousness.

Difficulties: Design practical and beautiful cups with design consciousness.

Teaching methods and means

Teaching methods: scene setting method, conversation method, lecture method, observation method, in-class appreciation method and comparative appreciation method.

Means: audio-visual teaching means, artificial intelligence teaching means.

Conception of using teaching materials

It is pointed out in the curriculum standard that the field of "design application" refers to a learning field that uses certain materials and means to design and make products around certain purposes and uses, transmit and exchange information, beautify life and environment, and cultivate design awareness and practical ability. Because of the close relationship between design and life, design application course plays an important role in cultivating students' practical ability, especially their innovative ability.

The classroom design of "Cup Design" takes students' inquiry as the breakthrough point. Through the interaction between teachers and students, we can feel the subtleties of different cup designs, so as to experience the design ideas expressed by designers, so that students can understand the knowledge of the structure, functions and materials of various parts of the cup, and use what they have learned to design convenient, practical and beautiful cups. Understand the relationship between design and application, clarify the design idea of "applying what you have learned", inspire students to design cups from reality and experience the fun of artistic activities through various design means.

Gradually cultivate students' ability of analysis, observation and innovation.

Teaching process:

First of all, an exciting introduction.

(Sub-goal: directly introduce language communication to stimulate students' interest. Lead the topic and clarify the learning content)

The teacher asked: Do students like playing games?

Let's play a little game together. Please guess one of my descriptions. (Projections appear one by one. )

1, this is a daily necessities,

We use it every day.

He has various shapes and colorful colors.

We also need it when we drink water.

Student behavior: guessing puzzles is closer to the answer. (Cup)

Teacher: OK, today we are going to learn the design of cups.

Second, the first part of appreciation and exploration

(Sub-objective: Explore in groups to further stimulate students' interest and let students intuitively understand the function of cups)

1, cooperative learning group query

Question design: What parts does it consist of? We use small cups every day, but few people pay attention to them. Then please look at this cup on the blackboard carefully. Point out by hand what parts the attached cup consists of? )

Student behavior: cup body, cup handle, and some cup lid.

The teacher asked: What are the functions of each part of the cup?

Student behavior: The cup is filled with water, held by the handle, and the lid can keep warm and prevent dust. ...

2. Group analysis

Question design: Today, I prepared a unique cup for each group of students. What are the characteristics of these cups? What are the functions of its various parts? Ask the group to look for it together. What new discoveries will be made?

(The group analyzes the characteristics and functions of various cups)

Problem design:

The students' discussion was very lively. Which group would like to tell you the characteristics of your group's cups?

The first level: student behavior: report (the first group) The cups in our group are thermos cups, which can keep warm.

Problem design:

1, we all know that steel is easy to conduct heat, so why does this thermos cup keep warm?

2. What is it made of?

3. The design of two floors can effectively keep warm, right?

4. What do you think this thing is for? (filter)

Student behavior: observing and analyzing the design of the cup can sum up the characteristics of the material. And the filter screen design of the cup can prevent tea from being drunk in the mouth.

Who do you think is the most suitable for this cup?

Teacher's lead: You have observed it carefully. Let's see what other groups will find.

Level 2: Student Behavior: Report (Group 2) The cups in our group are glasses.

Problem design:

1, why use glass?

Student behavior: Analyze the material characteristics of glass, and draw the conclusion that the characteristics of glass are transparent, and you can see what is inside.

2. What do you think this thing is for? (scale of cup)

Student behavior: Inspection is a measure, which is related to the knowledge of other disciplines, just like a beaker used in science class.

3. Why do you want to design a scale on the cup?

Student behavior: once again, it leads to thinking that people who want to take liquid drugs need this design.

The third level: student behavior: report (the third group) that our group's cups are retractable.

Problem design:

1, why do you want to scale this design?

2. Under what circumstances is it suitable for use?

3. What is this material? What are the characteristics of this material?

Then why design a small box in the lid?

Student behavior: Students analyze the materials and expand the elements contained in the design. Finally, gradually analyze and observe the internal design of the cup cover, which can put the medicine in it to facilitate drinking medicine when traveling.

Band 4: Student Behavior: Report (Group 4) The cups in our group are a set of cups with five cups in them.

Problem design:

1. When do you think this cup is suitable for use?

2. So, what's the secret in the lid? (bottle opener)

Student behavior: Through analysis and association, it is pointed out that many people use it at parties or going out, and it is found that the screwdriver hidden in the cup cover can be easily used for going out to drink.

Level 5: Student Behavior: Report (Group 5) The cup in our group is a cup for a child to drink water.

Problem design: 1. How do you know that the cup is for children?

2. Why design two handles?

Student behavior: Through guiding analysis and observation, the two handles are designed to be convenient for children to hold and conform to the characteristics of the clients.

Class 6: Student Behavior: Report (Group 6) The cup in our group is cartoon cup.

Problem design: 1. Why is the cup handle designed to be arc-shaped and uneven?

Who do you think this cup is suitable for?

Student behavior: Analysis, observation and analysis show that the design of patterns can prevent slipping. .....

Whether it is a thermos cup or a set of cups, their design takes into account the different needs of different people and makes them have practical functions.

Blackboard writing: a practical function.

Question design: (pointing to the big screen) Look here. In fact, these six cups all have one thing in common. Did you find it?

Question design: You are right, but they also have one thing in common in structure. Why are most cups round and not other shapes? (Stimulate students to think)

Teacher: You have observed it carefully. Circles are more suitable for our lips, so it is more convenient for us to drink water.

Student behavior: Students find that cups are all round, which further leads to thinking about why children who are designed to be round are not of other shapes.

The teacher concluded: It seems that the structure and function of the cup are designed according to people's needs. This design is people-oriented design, right?

Problem design:

Only convenient and practical cups can be welcomed by customers, so is it enough to be convenient and practical? What else should I consider when designing? (The teacher has a white cup with no pattern in his hand)

Student behavior: there should also be patterns and colors.

Teacher: Just to make them more beautiful, right?

Writing on the blackboard: beautiful

That's very thoughtful of you. We should also pay attention to his beautiful shape, color and pattern.

Blackboard writing: modeling color patterns

4. Appreciate the design and explore new ideas

(Sub-goal: Appreciate all kinds of design works in ancient and modern times, and open up thinking ideas. )

Teacher: The teacher also brought some such beautiful cups. Let's look at the big screen.

Everyone has a love of beauty. In fact, we ancient people paid great attention to the decoration of cups.

This is a Neolithic carved painted pottery cup, 1976 ivory carved kuí pàn cup unearthed from Muhao's tomb in Anyang, Henan Province, and a jade cloud-shaped cup in the Tang Dynasty.

These cups have beautiful patterns and different materials.

With the development of the times, cups are also changing quietly. Please observe carefully what has happened to them.

Teacher: This is a fruit shape and your favorite cartoon shape. What shape is this?

This shape is really clever, and the computer keyboard also ran to the cup, so I had to give the designer a thumbs up.

Let's see the difference between these cups. Look again.

These cups are not only convenient to use, but also beautiful in appearance. They may have profound meanings.

What are the characteristics of this set of cups? (Click on the Family Cup)

Student behavior: It is observed that a group of cups are family cups, such as family practical cups, large cups used by father, medium cups used by mother and small cups used by children.

Teacher: What you said is really good. When the teacher saw these three cups, he remembered his warm home. Look at how beautiful this little cup feels.

Practical and beautiful cups can be welcomed by us, so let's take a look at the following design and see what's innovative.

Third, teachers demonstrate.

(Sub-objective: Teachers demonstrate to help students understand more difficult steps, solve problems in interaction, and break through the difficulties of this lesson again)

Question design: I always hope that I can drink warm water whenever I use a cup every day, and I hope that my cup is very personalized. Can you help me think about how to design it?

Student behavior: provide suggestions and complete the design together. Heat preservation, heating and heat dissipation ...

Teacher: Your idea is novel, unique and insightful. As heroes think, so thought Bruce.

Your idea is really useful, and your idea is really strange. I will try again later.

I also thought of many solutions. Let's have a look, (demonstration)

We can add different decorations to cups of the same shape, which will have different effects.

I only use this picture to make it, and there may be something missing. Please help me see what is missing.

Student behavior: point out the color, appearance ...

Teacher: What you said is very important. It will be clearer if the teacher expresses it in a graphic way.

Give him some decorations, and a design sketch will be finished. I believe this multifunctional pen will be welcomed by many people.

Fourth, homework design.

1. Design suggestion: design a convenient and beautiful cup. And pay attention to environmental hygiene.

2. Students create designs.

Verb (abbreviation of verb) demonstration and evaluation

Teacher's behavior: organize students to show their works,

Ok, let's look at the designs of these five students. Please ask this classmate to introduce your design first.

Teacher: You are really a caring child. Let's look at the design of the next classmate.

Student behavior: introduce their own works and give each other suggestions.

I designed a cup in the shape of a cannon. I like weapons very much. The bucket here is a straw, and drinks can be put in the tanker. ...

The fourth grade art teaching plan II of primary school

Teaching objectives:

1, to guide students to understand the history and characteristics of the school.

2. Cultivate students' creative thinking ability and design ability.

3. Inspire students to love the school.

Emphasis and difficulty in teaching

Conception and design of school emblem

Pre-class preparation: collect information on the history and characteristics of the school, pictures of various primary school badges, and paint.

teaching process

First, the introduction of new courses.

Students, as young pioneers, the team emblem is your symbol. Today, we will design a school emblem for our school together.

Let's design a school emblem for our school together.

Second, teach new lessons.

1. Introduce the history and characteristics of the school.

2. Show various school emblems and explain their design intentions.

3. Explain the design requirements of the school emblem: it can be expressed in words or graphics; Be concise and express the characteristics of the school.

4. The concept of students

Third, students' practice (teachers' patrol and coaching)

1, sketch, pay attention to the design intent.

2, modify

Pay attention to the diversity of logo forms and choose the diversity of materials.

Changes in the use of pattern colors.

3. Finalization

4. Production

Affirm students' good and creative modeling, give timely praise to the creations that especially meet the characteristics of the class, and help students with difficulties.

Fourth, homework presentation and evaluation.

1, exhibition works

2. Thanks for the evaluation

3. Teacher's summary

Art teaching plan for the fourth grade of primary school 3

Teaching objectives:

1, know more about PLA uncle, and like PLA uncle.

2. Complete a portrait sketch of a PLA uncle.

3. Students who have spare capacity will complete a sketch of an avatar.

Teaching process:

(A) preparation before class

1. Students collect pictures and stories about the People's Liberation Army. Prepare painting tools.

2. Conditional schools can take students to have a fellowship with the local garrison before class.

Classroom teaching

1, startup phase

Invite a PLA uncle to be a model. Ask him to talk about the army's requirements for soldiers' military discipline first, and then ask students to comment on this PLA uncle's military discipline (mainly clothing and mental state).

If the PLA uncle is not invited, teachers can use videos, pictures and other materials to enhance students' understanding of the PLA. The form of homework can also be changed from sketching to creation. )

2. Development stage

According to the students' modeling ability, the teacher can choose to let the model stand, sit or do some common actions of soldiers.

Guide students to observe the general shape of PLA uncle and record it. Mainly observe and compare the proportional relationship of head, trunk and limbs. Teachers can use classroom demonstrations to guide students to observe: first, observe the general situation and record the basic shapes of head, trunk and limbs with basic shapes. Then, raise the draft a little distance, and then observe and adjust it against the model.

Then make a detailed description. You can start from scratch and draw from top to bottom while observing. It is necessary to grasp the most distinctive part of the character and describe it in detail.

After all the sketches are drawn, the drawings will be adjusted.

For students who sketch quickly, you can suggest sketching another warrior's head.

(3) after-school development

Visit the military camp, read literary and artistic works with military themes, and create paintings related to the uncle of the People's Liberation Army.

Art teaching plan for the fourth grade of primary school 4

Teaching purpose:

1, cultivate students' rich imagination and creativity.

2. Cultivate students' modeling expressive force and composition ability.

3. Cultivate students' power operation ability.

Teaching emphasis: guide students to imagine, conceive and create.

Teaching difficulties: novel and unique materials, perfect composition and vivid modeling.

Teaching hours: 1 hour.

Teaching process:

I. Organizing teaching

Second, teach new lessons.

1. Have the students ever played on the playground? What did you play?

Student answers

Teacher-derived topic: dream country

2. Stimulate imagination: Students, you can use your imagination boldly and design interesting and novel amusement facilities. Let's compare facilities similar to each other.

3. Appreciation: Guide students to appreciate excellent works.

Let the students enjoy the work by themselves, and then ask individual students to express their understanding of the work. Finally, the teacher will supplement the idea, composition, color and technique of the work.

4. Summarize the painting steps:

A, thinking about material B, composition C, determination of performance technique D, and completion of the work.

Third, assign homework: show the scene of children's amusement park in the form of painting.

Fourth, classroom guidance: itinerant guidance to assist creative difficulties.

Verb (abbreviation of verb) works appreciation: show works and comment on works.

Class summary: The teacher summarizes the students' learning and knowledge in this class and encourages them to make continuous efforts to improve.

Art teaching plan for the fourth grade of primary school 5

Teaching purpose:

1. Understand the artistic characteristics of overlapping patterns, and the rhythm of art enhances students' aesthetic ability.

2. Explore students' creative thinking ability and imagination.

(People's Education Edition Primary School Grade Four Art Teaching Plan) The Rhythm of Art

Teaching emphasis: learning various forms of overlapping arrangement methods.

Teaching difficulty: how to deal with overlapping occlusion?

Preparation of teaching tools: courseware, colored paper, scissors, glue and colored pens.

teaching process

I. Organizing teaching

Second, the introduction (show the topic)

In life, we can often see the phenomenon that objects overlap each other. Today, let's try to see which effect objects overlap each other.

Third, teaching.

1. Guide students to appreciate and ask questions through courseware demonstration. How do you feel about admiring these overlapping figures?

Teacher's summary: Different aesthetic feelings can be produced by overlapping patterns with the same size and shape or patterns with different arrangements.

2. Inspire students to observe things in life. What overlapping objects do you see in your life? What is aesthetic feeling?

3. Teacher's demonstration steps: first conceive and design the graphics, then draw or cut out the graphics, and then overlap and arrange them.

4. Inspire students to create and design.

5. Guide students to appreciate the works in the textbook.

(The Rhythm of Art —— Art Teaching Plan for the Fourth Grade Primary School by People's Education Press)

4. Job requirements: Draw or cut animals and figures arranged in an overlapping way.

Fifth, teachers patrol and coach.

Sixth, the exhibition of works.

Seven, blackboard writing: People's Education Press fourth grade primary school art teaching plan-the rhythm of art

Excellent cases of art teaching plans in the fourth grade of primary school refer to related articles;

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★ Model essay on art teaching plan for the fourth grade of primary school

★ Excellent examples of narrative cases in art education (2)

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★ Fourth grade art teaching plan