Three model essays on art teaching plans in the third grade of primary school

# 3 # Introduction Art teaching can emancipate students' minds to a greater extent, stimulate their initiative and improve their ability to solve problems. Therefore, we must attach importance to the importance of art in students' education, and not just let students pursue scientific theories. Artistic feelings are equally important, and common improvement is an all-round talent. The following are three examples of art teaching plans for the third grade of primary school, which I hope will help you.

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

I. teaching material analysis: This lesson is a unit consisting of the old houses, doors and windows and beautiful rooms in the first two lessons, and belongs to the field of design and application. Housing is closely related to people's lives, and it is a material living environment created by human beings for their own survival. Living in it, our students should have a preliminary understanding of the practical value and aesthetic value of the house, reserve some life experience for design and creation, and understand different small houses, which can reflect different folk customs and people's material and spiritual living conditions. Because students know little about this aspect, teachers can make appropriate preparations before class, so that students can collect information extensively through field trips, visiting photos or sketches, and use various media to appreciate, analyze and compare them. Link this unit course well, so that students can learn more about the styles of doors, windows, walls, roofs and old houses of various houses, feel the artistic charm of various houses, and create their favorite small houses.

Second, the teaching objectives:

Cognitive goal Appreciate different styles of houses, understand their characteristics and functions, and stimulate students' love for their hometown.

Operational objectives: Small houses are designed and manufactured by cutting, folding, rolling, cutting and inserting.

The emotional goal is to cultivate students' creativity, practical ability and cooperative spirit.

Third, the difficulties in teaching:

The focus of teaching is to learn to use the respective characteristics of comprehensive materials to design and make small houses in a way that you like.

Difficulties in teaching: the works are novel in conception, interesting in modeling and reasonable and ingenious in comprehensive materials.

Fourth, teaching preparation:

Teachers prepare multimedia courseware or video display platform, small house works, etc.

Students will collect architectural pictures, colored cardboard, waste, glue, scissors and so on.

Teaching process:

I. Communication and understanding

1. Before class, arrange students to investigate, observe local buildings, or show students around small houses with local characteristics.

2. Teachers and students appreciate and communicate the pictures collected by everyone and the pictures provided by textbooks.

3. Appreciate the excellent architectural pictures at home and abroad, briefly introduce the cultural background of the house, and focus on the content of the last class. The doors, windows, walls and roofs should be harmonious and unified in style.

Second, understanding and discovery.

The teacher demonstrated a way to make a small house with colored cardboard, and asked the students to learn to observe what skills the teacher used. Do you have a better way?

Third, feelings and experiences

1, the teacher took out a few pieces of waste materials and demonstrated how to make a small house. Question: What kind of materials do you like to use to make small houses? Why?

2. Guide students to observe and associate according to the waste materials they bring, ask what kind of house you think these materials are suitable for from the angles of color, shape and texture, and encourage students to associate more with media materials and modeling juice and feel the characteristics of various media materials.

Fourth, try and practice

The students tried to cooperate with other students to finish a small house.

Verb (abbreviation for verb) game and evaluation

Hold a real estate development fair with group cooperation as the unit. Each cooperation team recommends a classmate as a developer and introduces the company's design scheme, modeling characteristics and life functions. The whole class will be bought by a customer. It is necessary to make clear the reasons for buying, which not only enlivens the classroom atmosphere, but also skillfully integrates learning evaluation into the game. Through visiting, appreciating and communicating, everyone can experience the fun of modeling activities and share the joy of success together.

Model essay on the third grade art teaching plan in the second primary school

I. Teaching content: Page 65438 +0-4 of the textbook. Second, teaching objectives: the first volume of art teaching plan for grade three.

1, can grasp the teacher's image description and cultivate their own observation.

2. Be able to remember or imagine drawing an impressive story between teachers and students, and cultivate their own painting expressive force.

3. Mastering the methods and steps of greeting card design, you can make a teacher-respecting card and give it to your favorite teacher to express your thoughts and improve your hands-on design ability.

4. Enhance the feelings between teachers and students in painting and production full of life interest. The third grade art teaching plan book 1

Third, teaching focus: master the methods and steps of greeting card design, make a teacher-respecting card for your favorite teacher, express your thoughts and improve your hands-on design ability.

Fourth, teaching difficulties: I can remember or imagine drawing an impressive story between teachers and students, and cultivate my own painting expressive force.

Five, teaching preparation: paper jam.

Sixth, teaching design: the first volume of art teaching plan for grade three.

Focusing on the theme of "teacher", this lesson integrates expressive painting and handwork into the emotional communication between teachers and students, and the teacher's teaching art will activate students' goodwill towards the teacher. Language exchange, spiritual dialogue, and grasping the details will once again outline the intuitive picture of teachers and students' learning life.

The first activity focuses on inspiring students to observe and remember the image characteristics of their favorite teachers. Teaching can be arranged as follows: guiding memory-learning and discussing-providing guidance-creating performances-exchanging comments.

Tell a story that happened to a teacher (or yourself) before class, let the students guess who the teacher is, and guide the students to reason and analyze the results: "How did you guess?" "What are the characteristics of this teacher's appearance?" "Do you know what he or she likes to do?" Through communication, study and discussion, arouse students' attention and memory of teachers. In the study guidance, students can review the basic drawing methods of characters in the class of Self-Portrait through the demonstration painting or observation of their homework, and grasp the characteristics of their favorite teachers to make unique creative performance. After the job is finished, the job can be displayed. Let the students guess which teacher is in the picture first, then ask the author to introduce himself, echo from beginning to end, and end this lesson.

The activity 1 only shows the personal image of the teacher. Compared with activity 1, activity 2 has more characters and more vivid plots. The following arrangements can be made in teaching: observation and comparison-learning and discussion-providing guidance-independent performance-exchange and evaluation.

CAI can be used to show two copies of students' homework and guide students to observe and compare. The first picture is a concrete image of a teacher, and the second picture combines the image of the teacher in the first picture with that of some students to reveal the learning theme of this lesson through comparison. Students discuss the differences between teachers and students in appearance, figure and clothing, and strengthen their sense of expression in CAI. When providing learning guidance, students can try to combine and compose the established images of teachers and students in the picture through CAI, and various pictures of character combinations appear. Encourage students to think positively "Where do students and teachers do it?" Story plot, bold performance, in the exchange of comments on their own impressive picture story to speak freely.

The second activity is about the learning content of card design and production, which can be designed with information processing strategy as the leading factor. The teaching arrangement is as follows: observation and analysis-mastering the law-expanding ideas-independent design-experience exchange.

Teachers show teachers' cards to reveal topics, and ask students to split cards, understand the components of cards, including substrates, images and people, and explore the design methods and laws of cards. Teachers provide all kinds of cards for students to enjoy, broaden their horizons, and provide students with ideas for card shape and pattern design, such as association according to words and greetings. Students can appreciate each other after designing and giving them to their favorite teachers. The teacher's gratitude confession is not only an affirmation of children, but also a sublimation of emotional communication.

Evaluation can not be limited to the differences in painting or production performance, but more importantly, it is necessary to continue to build a bridge of friendship between teachers and students through evaluation and pay attention to the formation of students' emotional attitudes and values.

Job requirements:

Activity 1, draw a picture of your favorite teacher by sketching or memorizing, which can be a head, bust or full-length portrait.

Activity 2, draw the most impressive thing between yourself and your teacher by memory or imagination.

Activity 3: Design and make a greeting card for your favorite teacher to express your heart.

Model essay on the third grade art teaching plan in the third primary school

First, teaching material analysis's research field

This lesson belongs to the field of "modeling ● expression", focusing on color knowledge. Color knowledge is a series of knowledge in primary school, including three primary colors, three primary colors, multiple colors, hues, contrast colors, etc., all based on primary colors. Students are no strangers to color, but it is difficult for them to understand the theoretical knowledge of color and accurately express their emotions with color. Therefore, according to the curriculum norms, teaching content and students' cognitive characteristics, the teaching objectives of this course are drawn up.

Teaching objectives

1, let students know the three primary colors of red, yellow and blue, and three colors of orange, green and purple. Master the skills of blending intermediate colors with primary colors.

2. By understanding the three primary colors and their application in works of art, let students know their unique artistic charm.

3. Through game activities, guide students to learn to apply the color knowledge they have learned to real life.

Teaching focus

Let the students know the three primary colors, three intermediate colors and their color characteristics.

Teaching difficulties

Guide students to capture the use of three primary colors and three intermediate colors in art works and apply these color knowledge to real life.

Second, teaching methods

There is some theoretical knowledge in this class, which is rather boring for young students. It should be noted that "games are children's nature". In teaching, we should design game links around topics and integrate theoretical knowledge with multimedia, so that students can learn in a pleasant atmosphere. This way is conducive to stimulating classroom vitality and students' learning motivation.

Third, teaching preparation.

Teaching AIDS: courseware, colored water, disposable cups, colored cardboard, digital camera, etc.

Fourth, teaching characteristics.

In colorful teaching, combined with topics, games, which are popular with students, are used to promote the development of teaching and stimulate students' interest in learning. In the operation link, abandon the form of drawing on paper. Take the group as a unit, use the clothes of the group members and match the color theme clothes, and record them with a digital camera to be a "little photographer". Then the teacher and the students evaluate the visual effect of collocation together.

Teaching process of verbs (abbreviation of verb)

1, organize teaching

Calm down and check the preparation of classmates' appliances.

2. Introduce new courses

Teacher: We live in a colorful world. Let's think about it. What colors do we often see?

Classmate: There are red, yellow, blue, green, purple, black, white and so on.

Teacher: Yes. Color is like a magician, which makes our life colorful and full of fun. Today, we are going to learn color.

Write on the blackboard.

3. Newly awarded

(1) Reveal the topic

Teacher: Students, have you ever used gouache? Who can tell me how to mix two different pigments together?

Students answer according to their own understanding.

Teacher: Then let's do a little experiment now. Please take out the chalk, mix any two different colors together and draw on the paper to see what will happen.

Classmate: It turned into another color.

Teacher: But the teacher knows that there are three colors. They are eccentric and can't mix with other colors. They are called primary colors.

Blackboard primary colors.

(2) Know the three primary colors

Primary colors cannot be mixed with other colors. Next, the teacher asked them to come out and listen to what the colors were saying.

Play the courseware.

Teacher: After watching the animation, do the students know what color is talking?

Classmate: Red, yellow and blue.

Teacher: What did they say?

Classmate: You can't mix with other colors.

Draw a definition: red, yellow and blue can't be mixed with other colors, then they are primary colors, which we call three primary colors. Stick three-color paper on the class card.

(3) Know three colors

Teacher: Red, yellow and blue are good friends. We try to mix them in pairs to see what colors are directly mixed from the three primary colors.

Teacher's demonstration: put red water and blue water in a cup, shake it and let the students say the colors.

Classmate: Green. Put up a green paper.

Display and post orange and purple in turn.

It is defined that any two of the three primary colors are green, orange and purple, which we call tricolor.

(4) Consolidate knowledge through games

Teacher: Next, let's play a game-treasure hunt-we're going to treasure hunt, but the monster occupying the treasure has set us a level for the students to watch.

Show the game.

Teacher: The genie said that it put two primary colors or an intermediate color on the treasure chest, and there was a keyhole behind this group of colors. Before opening the treasure chest, students must put the correct color of the two primary colors or the intermediate color mixed by those two primary colors on the keyhole.

Classmate game. Consolidate color knowledge in this process.

Step 4: Expand

Appreciate the works of Chinese folk art and painting masters, feel the application of primary colors and primary colors, and experience the artistic effect and emotional experience brought by different color combinations. Let the students talk about their favorite jobs and their feelings. Teacher guidance.

Red theme-warm, passionate feeling.

Yellow theme-lively and happy feeling.

Blue theme-the feeling of calmness and composure.

The combination of three primary colors and three intermediate colors-dazzling feeling.

5. Classroom assignments

Be a "little photographer".

Take the group as a unit, determine the name of the work with the clothing of the group members, match the color theme clothing, and record it through digital photography.

Step 6 evaluate

After the work is completed, it is unfolded in the computer through a digital camera. Ask a group to send representatives to explain the design ideas of their own works.

(1) What kind of theme?

For example: spring. Beat red.

(2) What kind of feeling does this collocation give people?

Exodus: It makes people look lively and lovely.

Teachers add their own opinions to guide students' evaluation.

7. Summary

In this lesson, we learned about three primary colors (red, yellow and blue) and three intermediate colors (green, orange and purple) and their characteristics. Our life is a colorful world, so we should pay more attention to life and decorate our beautiful life with the color knowledge we have learned.