Teaching design of artistic expression of art lines in junior one.

1, which can interpret the information conveyed by hand-drawn line images.

2. Try to practice hand-drawn line drawing with things they are familiar with (for example).

3. Understand the practical value, function and role of hand-drawn line images through learning activities.

4. Connect feelings for things with the expression of hand-drawn line images.

Second, tools and materials: examples of various hand-drawn line drawings (teaching images used by teachers when choosing subjects), Riverside Scene at Qingming Festival.

The world famous paintings's small paintings, pencils, drawing paper, etc.

Third, the implementation process:

1, planning:

This paper emphasizes the communication and exchange of information from the perspective of the function and use of hand-drawn line images themselves, so that students can start work.

Draw lines and images and exchange all kinds of information with each other.

(1), arrange students to pay special attention to their favorite things and familiar environment before class.

(2) Determine how teachers should make use of relevant resources to decorate the classroom environment.

(3) Collect hand-drawn line drawings or other legends, and arrange and prepare these pictures.

(4) As an art teacher, you can consider sharing some paintings related to line images with students.

2. The formation of educational strategies and motivations:

(1), this class has deepened students' understanding of lines, which link students' generalization of morphological characteristics of things with information transmission and communication.

Tie them together. We can help students understand the practical functions and functions of line images through games and image interpretation.

(2) Students may lack self-confidence in the expression of hand-drawn line images, making it difficult for them to play freely. Teachers should learn from the hands of nature.

Draw lines to guide students to enhance their self-confidence and express boldly.

(3) Don't spend too much time explaining hand-drawn line images. The goal is to let students practice hand-drawn line drawing more.

Learn and use it to convey and explain information. So as to learn happily and understand the practical value and function of hand-drawn images in life.

3. Teaching process:

(1) learning content import

Ask questions;

Have any classmates been to Song Cheng?

What were people's living customs and urban features in China during the Northern Song Dynasty?

Do you find it difficult to express clearly in words? So how can people directly understand the folk customs and styles at that time? (

Students think and discuss)

The teacher shows the riverside scene on Qingming Festival (students enjoy, think and discuss in groups to find the answer. Other groups according to the picture letters

Take action. )

The teacher plays the hand-drawn line images, and the image information is the eighth and ninth pages of the reading book.

Teachers patrol to help students appreciate and understand the information conveyed by pictures.

Teacher's conclusion: When spoken and written language is difficult to express, images can be used to help explain.

The arrangement of lead-in focuses on students' research and analysis of pictures, seeking answers from them, and reflecting students' progress in the theory of new curriculum standards.

Requirements for developing research-based learning. "Reading pictures and performing" embodies the interest of teaching, which is especially emphasized in the new curriculum standard.

2. Students appreciate and analyze the information conveyed by various hand-drawn line images (including teaching wall charts of various disciplines), and analyze the hand-drawn line images.

The expression method of image is discussed preliminarily. This link is conducive to cultivating students' divergent thinking and ability to summarize information.

Teachers patrol to help students interpret image information.

Students discuss in groups and send representatives to answer.

Teachers summarize and analyze the practical value, function and function of hand-drawn line images.

3. Students try to express images:

The extinguishing process of candles;

The layout of your room;

Schematic diagram of offensive coordination drawn by coach in basketball match;

(The teacher shows some students' works and pays attention to the evaluation of students' expressions.)

Teachers should evaluate students' performance in time, guide students' self-evaluation, establish students' self-confidence and cultivate students' expression ability.

Ability.

4. Learn happily, and try to express the hand-drawn line image from the game to realize its function and role.

Rules of the game:

(1), using hand-drawn line images to convey information.

(2) The first student draws an image according to the expression provided by the teacher (draw lots and pass them to the second student for 5 seconds.

Then give the image to the supervisor. The second student writes the content according to the image, passes it on to the third student, and so on. Finally.

A classmate immediately raised his hand and said the content after reading it.

③ Divide into four groups, each with 10 people, and send two people to supervise the collection of works.

(4) The team that completes the two questions first and the content is correct wins.

(5) The winner gets a famous painting.

Game content vocabulary:

(1), vase; (2) The Great Wall; (3) Sunflowers; 4. Pyramids; (5) Chinese textbooks; (6), hot water bottle; (7), steaming tea cups; (8), tape recorder; (9), the wind crooked trees.

Teachers make comments or explanations according to the game results. (At the same time, some students' works are displayed, and students evaluate themselves.)

Teachers should pay attention to control the progress of the game, communicate with students, and make corresponding evaluations on students' activity performance. finally

Comment on the game results, and some excellent works are evaluated by students to improve their self-confidence. Cultivate students' sense of competition and creativity

Sexual thinking and cooperation ability.

5. Let the students express their favorite things in life after class, and observe where they can be expressed more clearly with hand-drawn line images.

Transmission and exchange of information. It embodies the connection between study and life in the new curriculum standard theory.

6. Related activities:

(1) Ask students to carefully observe or pay attention to the morphological characteristics of their favorite things before class.

(2) Try to use hand-drawn line images to record more meaningful things and events in your later life.