In the classroom activities, I made full preparations, carefully studied the teaching materials, made courseware and collected all kinds of knowledge related to ships. With the demand of human beings and the development of society, many changes have taken place in the shape, structure and function of ships. Ships generally have hull (bow, stern and side), cabin, deck, mast, anchor, navigation and radar facilities. Students can express their thoughts and wishes through lines, shapes, colors and materials. In the course of class, the students' response is also very good, the teaching process is smooth, the links are smooth, the difficulties are outstanding, and the homework effect is good. After careful reflection on this lesson, I think I have done better in the following aspects:
First, fully understand the learning situation and be targeted.
The fourth-grade students usually learn about ships through various channels, and have also drawn various paintings based on ships. But generally speaking, students' understanding of ships is still in a very emotional stage, and their understanding is limited. Many students can't even tell the difference between warships and aircraft carriers. In order to improve teaching efficiency, I specially sent a questionnaire to students before class. The survey questions are as follows: 1. What kind of boat do you like best? 2. Do you know what kind of ships are classified according to their purposes? 3. What kind of boat do you want to draw most? Please describe a ship briefly. Through the questionnaire, we can understand the students' cognitive level of ships. Their concept of ship is very vague, and the painted ship is similar to that of the lower grade. So in the later teaching courseware, I mainly introduced the types of ships to students: sailboats, tankers, cruise ships, warships, aircraft carriers and so on. Seeing all kinds of boats, the students opened their curious eyes and expressed their opinions one after another. My question is also targeted.
Second, grasp the psychological characteristics of students and fully mobilize their learning enthusiasm. Interest in learning is an enhancer of learning activities. In teaching, in view of the fact that most students, especially male students, are interested in military ships, I use pictures to explain the relevant knowledge to them one by one. When introducing the aircraft carrier, I quoted the length of the school playground for comparison. When they learned that the aircraft carrier was as long as eight amusement parks, they all made amazing sounds. Then I asked while the iron was hot: Do you know why it took so long to build an aircraft carrier? One question after another aroused students' appetite, and students' interest in learning was mobilized unconsciously. It laid a good foundation for painting boats later. Third, pay attention to the cultivation of scientific literacy. Although this course is an art class, if it is only a simple art painting class, the class will be very stiff and the homework requirements will be greatly reduced. So I've been instilling scientific awareness in students throughout the class. For example, students should preview the history of ship development in advance through various channels before class; Know when the first steamboat was built, and so on. When introducing the shape and structure of the ship, I also don't forget to tell my classmates why the ship floats on the water. The mutual infiltration of these scientific knowledge has enriched the classroom and further enriched the expressive force of painting.