Reflections on the big explosion of art teaching plans in middle schools. Do you know how to write? The mushroom reflection on the art teaching plan of the middle class I collected for you, let's take a look ~

The goal of big mushroom reflection in the art teaching plan of middle school class.

1, the basic shape of mushrooms will draw ellipses and semicircles of different sizes.

2. Learn to decorate mushrooms with various colors.

3. Master the painting skills of uniform coloring from top to bottom and from left to right.

Prepare rabbit head, mushroom picture, model picture, drawing paper and oil pastel.

Activity process

First, the introduction of the story leads to the topic.

1, the teacher took out the rabbit's head and said, Today, the rabbit got up early and took a basket to the Woods. He sang while walking, and he was very happy, because he was going to pick his favorite mushrooms in the Woods. Finally came to the woods, but at this moment the sun father-in-law hid, and it rained again in Mao Mao. The white rabbit didn't bring an umbrella. What should I do? Can you guess what the little white rabbit has come up with to avoid the rain? (Children talk freely)

2. It turns out that the little white rabbit ran to the mushroom field to hide from the rain. The mushrooms here are amazing (show pictures of mushrooms). There are not only small mushrooms that rabbits like to eat, but also big mushrooms that can be used as rabbit mushroom houses. No, the little rabbit ran to the big mushroom to shelter from the rain, so the little rabbit likes mushrooms best. It wants to pick a lot and send them back to its good friends. Let's draw some beautiful mushrooms for the rabbit.

Second, the teacher demonstrated painting.

1, a demonstration painting: let's see what mushrooms look like together. How to draw? (Children are free to discuss after observation)

2. The teacher asked the children to talk about it, sum up the method of drawing mushrooms and create the form of children's songs (PPT display): round, flat, like a house, like an umbrella, one by one, growing on the ground, like a rabbit, I really like it.

3. Children follow children's songs.

4. Teachers demonstrate and draw two representative mushrooms while reading children's songs: first, draw an oval or semi-circular mushroom top, draw a mushroom handle below the middle of the mushroom top, then draw dots or twill of different colors on the mushroom top for decoration, and finally paint the mushrooms with beautiful colors (teachers emphasize the coloring rules: from top to bottom, from left to right, the colors are even).

5. Lead the children to draw while talking: Please stretch out your right index finger and draw mushrooms while reading children's songs. (no book practice)

Reflections on the big mushroom in the art teaching plan of the middle class. Capture the material and feel the suitability of the material.

Scenario 1: Considering that the children's manual activities in the middle class are in the basic forming stage, in order to increase their interest in paper-cutting activities, children first create mushroom works with yellow and green orange peels, leaves, vegetable leaves, white paper and colored paper. Recently, some children found that the orange peel is beautiful in color, but it is not easy to fold when hollowing out the mushroom pattern. So do leaves and vegetables. Finally, the children found it convenient to use white paper and colored paper.

These materials come from the life that children are most familiar with. In paper-cutting activities, children skillfully use their own hands, which are suitable for making mushrooms and which materials are not suitable, laying the foundation for the next manual activities.

Second, situational teaching is intuitive.

In this teaching activity, we use multimedia to combine sound with sound and action, so that the contents that can't or are difficult to express in traditional teaching can be displayed intuitively in front of children, and children can express their experiences and emotions according to their own wishes and interests, so as to be satisfied and stimulate their interest in expressing beauty and creating beauty.

Situation 2: The next day I brought mushrooms made of white paper to class, but I didn't show them to the children immediately. But the first demonstration of multimedia teaching. Has this courseware been demonstrated? Little-headed dad took his big-headed son to pick mushrooms and finally found that all the mushrooms were picked by grandma? . The teacher asked Transition: Grandma picked all the mushrooms. What should I do? Organize children to discuss collectively, so that children feel that we should respect the old and love the young, don't compete with the old woman, and make our own mushrooms for the big-headed son and the small-headed father.

Through the feeling of sound and the clarity of images, children have a further understanding of the shape and pattern of mushrooms. ? Interest is the best teacher? Let children's passive learning become active acquisition, thus arousing their interest in learning.

Third, skillfully use dialogue to experience beauty.

The relationship between teachers and children should be equal, and children should not be forced to accept the teacher's own views on the object of the work. Instead, we should try our best to stimulate children's curiosity and imagination and let them have their own exploration and imagination. The dialogue between teachers and children is usually expressed by asking questions, mainly including:

Scenario 3:

1. Direct question

Mainly guide children to deepen the emotional experience of the object of appreciation, inspire children to describe their works in language, appreciate mushrooms in the first part of Mushroom, and understand the basic shape of mushrooms. The teacher asked with a leading question:? See what mushrooms look like (umbrella)

2. Open questions

Open-ended questioning aims to cultivate children's imagination. The second part discusses the method of hollowing out paper-cutting. The teacher asked: How did you cut the pattern? Please change it in your way. Let children think more widely.

Step 3 Compare questions

Mainly to cultivate children's observation ability and children's understanding of the formal beauty of objects. In the third part, when discussing the pattern layout, the teacher showed two hollowed-out paper-cuts (one full and one messy) for children to discuss the layout. And ask:? Which of these two hollowed-out patterns do you think looks good? Why? Give full play to children's observation and language skills.

Fourth, inspiration and induction, multi-directional evaluation.

The new Outline points out that teachers should pay more attention to children's inquiry process while paying attention to the results when evaluating homework. Whether the child has obvious interest in inquiry during the learning process. So in the final comment session: I will let my children talk about their favorite works (from the shape, pattern, symmetry and creativity of mushrooms, etc. ). Introduce your new method. You can also let the children come forward to operate. Talk about the difficulties you encountered in your work.

Situation 4: Several people introduce their feelings in the production: Teacher, my mushroom looks good, and I want to make another one. Some introduce their mushroom patterns: my mushroom patterns are very beautiful, with triangles and little love. Some introduced the cutting method: my mushroom was cut in half and opened to become a mushroom. Some are folded in half, and cutting off the corners directly becomes a beautiful pattern. Some children introduced the difficulties they encountered in the production process: Jia Jia did not cut the line along the center at first, and finally her mushrooms were asymmetrical. Later, pengpeng helped her to regain her confidence.

By sharing experiences, children get more valuable information, thus arousing their enthusiasm for re-creation, stimulating their interest in discovery, exploration and creation, and improving their ability to feel beauty.

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