1. Art teaching plan for the first grade of primary school
Teaching goal: By trying to draw lines with different shapes with different strokes, we can understand the relationship between the changes of lines and tools, materials and lines, and fully experience the rich expressive force of lines.
Teaching focus:
Is to understand different forms of lines.
Teaching difficulties:
You can express your feelings with lines.
Teaching preparation:
All kinds of ropes and other information.
Teaching process:
First, import
1, lines, can draw the outline of objects, can also describe their light and shade and texture, and can also show the author's style and artistic conception. Some lines are short and intense, some lines are stretched and soft, some lines are rough and powerful, and some lines are soft and quiet ... The lines drawn by different tools give people different feelings. Let's have a try.
2. Today we will learn how to draw changing lines.
Second, teach new lessons.
1, enjoy
Appreciate the illustrations in the book and understand the changes and characteristics of lines. Charcoal pen has soft lines, obvious depth and rich layers, and the lines drawn with soft strokes are rich in changes; The lines of pen-and-ink painting are strong and elastic, but the depth and thickness have little change; Pencils can also draw changeable and beautiful lines, which are very rich in layers, so you can describe objects in detail ...)
2. Lines can not only express different objects, but also express their own feelings, reflecting personal personality characteristics.
3. Lines can also represent textures, and rough, delicate and smooth textures can be represented by different lines.
When you use lines to represent objects, you need to pay attention to its weight, virtual reality and density changes.
5. Sketching with smooth lines can represent moving objects.
Third, students' homework.
Try to draw an image with changeable lines, which can be done with various pens, and experience the changes of lines in the process of painting.
Fourth, after-school expansion.
1, tidy up and keep the room clean.
2, you can also use the method of posing to complete the line work.
2. Art teaching plan for the first grade of primary school
Teaching objective: 1. Enjoy the happiness of homemade "food" and improve the interest and appreciation level of food.
2. Learn the simple techniques of clay sculpture and use plastic materials to make food shapes.
3. Experience the fun of division of labor and cooperation in social life in the game of arranging food stores and simulating commodity trading process.
Teaching emphases and difficulties:
Teaching emphasis: learn the simple techniques of clay sculpture and use plastic materials for modeling.
Teaching difficulties: exquisite and meticulous production.
Teaching preparation:
Teaching AIDS: learned bakery, various model products, making utensils.
Learning tools: making tools such as colored clay.
Teaching process:
I. Organizing teaching
Prepare to make utensils and standardize the habits of art production.
Second, the introduction of new courses.
1. demonstration: learn to enter the cake room and guide students to appreciate it.
(1) What do you see?
Cake, bread, cakes, biscuits, etc. )
Have you been anywhere? When have you been there?
(3) Can you give us a brief introduction?
4) What impressed you most about them?
Step 2 reveal the topic
Third, appreciate perception.
1. The teacher presents several cakes for the cooperation group to appreciate and perceive.
(1) What is this?
(2) Do you know how to do it?
(3) Do you think it looks good? Where do you think to find it?
(4) How about smelling him?
(5) Do you want to try? Try the cake. Tell me about the taste?
2. Demonstration of model products made by teachers.
(1) Do you know what this is made of?
(2) Do you know what to do?
(3) Do you know the production steps?
Students discuss and communicate with each other.
How do you think to make a cake?
Grasp the characteristics of the cake, focusing on the style of cream used in making the cake, and exquisitely making cream decoration.
4. Situation creation
A four-person team set up a small grocery store. Do you have any brilliant promotion ideas?
(1) How do you divide your work?
(2) What foods do you mainly deal in?
(3) What are your specialties?
(4) How about the price?
Fourth, students try to practice.
Make "food" with colored mud, colored paper and other materials, and run a small food store.
Five, the teacher tour guidance.
1, timely feedback correction.
2. Help students with difficulties.
Step 3 get involved.
Sixth, show and play.
1, "Small Food Store" opened, simulated operation.
2, students play, "shopkeeper" food introduction, "customer" selection.
3. Summary of students' game activities.
3. Math teaching plan for the first grade of primary school
First, contact life, review and introduce. 1, students, we have learned "cuboid, cube, cylinder, sphere". Who can say that the shapes of those objects in our lives are cuboids, cubes, cylinders and spheres?
2. Take out your favorite objects from the desktop and talk about their shapes.
How do you feel when you touch the object in your hand? Exchange ideas with classmates.
4. Guide the students to say that one side or several sides of some objects are flat and reveal the topic.
Second, hands-on operation, understanding graphics.
1, know the rectangle.
(1) Ask the students to find the faces of the rectangle (they can touch them), know the rectangle and show the figures. (Computer display: Take out the rectangle in the cuboid. )
(2) The rest of the students also look for the rectangular surface of the object in their hands, have a look and touch it.
2. Can you find other graphics from other objects? Students look for it independently, in groups and with teachers.
3. Report communication and know squares, triangles and circles. (Computer demonstration)
Please observe carefully. What's the difference between the figure we know today and the object we used to know? (perspective view, plan view)
5. Draw their figures in your own way.
Third, connect with reality and experience the connection between mathematics and life.
1, show the traffic sign map in the textbook for students to identify and infiltrate traffic safety education.
2. Where have you seen these flat figures in your life? Please tell each other in the same group.
Fourth, classroom activities.
1 Xiaoming knows these figures as well as his classmates. This is a beautiful picture made by Xiao Ming with the graphics he knows today. (Computer demonstration) Can you find these figures you learned today from this beautiful picture?
2. Ask the students to work in groups and spell out their favorite beautiful pictures with the pictures given to you by the teacher, trying to be different from Xiao Ming's.
Verb (abbreviation of verb) course summary
Now please close your eyes and think about the graphics you know today in your mind.
Distribution of intransitive verbs
These figures can be seen everywhere in our life. When students come home, they will carefully observe the things at home to see what they can find and tell their parents what you have found.
4. Math teaching plan for the first grade of primary school
Lesson 65438
Teaching objectives
1, learn the conversion between RMB units and simple addition calculation.
2. Cultivate the spirit of cooperation among students.
Preparation of teaching AIDS: Teaching wall charts of Example 5 and Example 6
teaching process
First, review.
Oral answer
1, 3 yuan = () angle 50 angle = () yuan.
2, 8 yuan = () Angle 70 Angle = () yuan.
Second, new funding.
1, teaching example 5
Example 5 wall chart, ask: "How much is this?" After the students answered, the teacher wrote on the blackboard: 20 cents for L yuan, and then asked: 1 yuan, how many cents can I change? What is the angle of 1 yuan 2? what do you think? After the students tried to answer, the teacher explained: 1 yuan is 10 angle, 1 yuan 2 angle is 10 angle plus 2 angle equals 12 angle. Blackboard 1 yuan 2 angle = 12 angle.
2. Teaching Example 6
(1) Give the wall chart of Example 6.
Know what? Say it.
What's the problem? How to solve it?
What is the angle of 5 +8?
(5 angle+8 angle =13 angle)
The teacher asked: How else can you express the angle of 13? Teacher's blackboard writing: 5 angle +8 angle = 13 angle = 1 yuan 3 angle.
(2) Example 6 Students try to complete the second short question and then ask: What do you think? The teacher emphasized that the calculation of elements and angles can only be added under the same unit.
Third, consolidate practice.
1, textbook page 57 "do".
1 The problem is completed by students independently. Tell it to the classmates at the same table. what do you think?
Question 2: Students do it first, teachers patrol, ask students individually and correct collectively.
2. Exercise 13, question 1, 2, 3.
Fourth, homework
second kind
Teaching objectives
1, and initially learned to use the conversion between RMB units and simple addition calculation to solve practical problems.
2. Cultivate the spirit of cooperation among students.
Teaching aid preparation: Example 7 Teaching wall chart
teaching process
First, review the old knowledge.
Do an arithmetic problem orally.
1 yuan 8 angle = () angle 12 angle = () yuan () angle.
1 yuan 3 angle = () angle 15 angle = () yuan () angle.
Second, the new interactive award.
Teaching example 7
The theme diagram of Example 7 is given.
1What two magazines can I buy in 3 yuan?
Look carefully, what mathematical information can you get from the picture?
Observe and report.
"Exactly" means that the prices of the two magazines add up to 13 yuan, which is neither lower than 13 yuan nor higher than 13 yuan.
So how do we choose two of the four magazines?
Discuss, communicate and report.
Organize a reading plan.
Which guidance is better?
A * * * find out how many kinds?
5+8= 13,6+7= 13
Third, consolidate carding and expand application.
Finish page 58 of the textbook, then do it.
Fourth, class summary.
5. Math teaching plan for the first grade of primary school
Teaching objectives:
1. Experience the process of "changing business" through specific real life situations.
2, can correctly calculate the divisor is a two-digit division, and can solve practical problems in life.
3. Enhance students' awareness of using various strategies to solve problems in calculation, and cultivate students' abilities of observation, comparison and divergent thinking.
Teaching emphases and difficulties:
Master the method of "changing business".
Teaching preparation: theme map.
Teaching method: situational teaching method.
Teaching process:
First, create a scene:
A school is going to have an autumn outing, and students are making preparations. Class 4 (1) has 4 1 students. The teacher wants the students to wear red hats in order to identify the students in their class. There are 8 yuan and 9 yuan in the supermarket, 10 RMB. Red hat, and the class fee is only in 400 yuan. Please ask the teacher to help you figure out what kind of hat you can buy.
(Students discuss the purchase plan in groups)
Second, build a model.
1. The students are all ready and come to the big playground. The computer shows the situation map in the book. According to the situation diagram, students ask mathematical questions about division.
(1) Tell me what we know.
(2) Students try to finish independently, and then explore in the form of group cooperation.
Discuss the quotient of estimation.
272÷34= First estimate how many cars are needed.
(3) communicate with the whole class to find the key to solving the problem. Clearly consider the reasons why the divisor "34" is 30, the initial quotient "9" is large, and the quotient "8" changes.
3. Inspire students to think about how to try business. What skills will be discovered.
Students speak freely or talk to each other in groups. When did the Chamber of Commerce become small? )
Ask the students to find out and answer: What does the product mean? Why big?
Students say in their own words how to determine the quotient.
5. Continue to complete the questions raised by the students themselves. In the process of solving problems, students will find, ask and answer: what does a small product mean? Why is it small?
6. Guide students to use the estimation method first, and then calculate.
Third, knowledge application and expansion.
1, understand and change the business.
Step 2 Complete "Give it a try"
Question 1: Let the students talk about the size of quotient.
Question 2: Observe carefully. Let's talk in the group. If all fifth-grade students take buses, how many buses do they need to solve the problem?
3, complete the "exercise", can be appropriately expanded.
Fourth, summarize this lesson.
Verb (abbreviation for verb) assigns homework.