As a teacher, you often need to use lecture notes, which can better organize teaching activities. What are the characteristics of excellent lecture manuscripts? Below is a collection of lecture notes on Which Handbag Do You Like? I hope it will be helpful to everyone.

1. Teaching materials.

1. Explain the purpose and status of the textbook.

This lesson is the 20th lesson of the fifth volume of Jiangsu Education Edition Art. The lesson type is [Design·Application]. According to the requirements of the "New Curriculum Standards", this learning area requires students to understand contrast and harmony, understand some simple creative and hand-made methods, carry out simple design and decoration, and feel the difference between design and production and other art activities. The lesson "Paper Carrying Bags" integrates this requirement into the teaching of this lesson and presents it in the classroom with a new look.

Since the arrangement system of this textbook is in a spiral shape, students have initially mastered the knowledge about design in previous teachings. Therefore, on the basis of students mastering design skills, this course closely integrates life and boldly Design and produce various paper bags. Bags are an indispensable daily necessities in our lives. With the continuous improvement of material standards, there are more and more varieties and styles of bags. "Which Handbag Do You Like" allows students to understand that modern bags are not only designed for practicality, but also have requirements for their shape, color, material, pattern and other aspects. Taking advantage of the characteristics of primary school students who are eager to learn, inquiring, and have a strong desire to express themselves, students are guided to integrate into life and experience the beauty. They use various materials to perform three-dimensional and semi-three-dimensional paper making using basic techniques such as tearing, cutting, folding, curling, splicing, and adhesion. Make, participate in activities such as taking a look, discussing, doing, and evaluating to experience the fun of styling design activities. Through the teaching of this course, students can initially master the design and production methods of bags, and use various art elements to design and make bags full of personality and creativity.

2. Explain the teaching objectives.

According to the teaching materials, in this lesson I will achieve the teaching purposes in the following three areas.

Cognitive goal: Recognize and understand bags of various styles and materials, and discover the beauty of bags from an aesthetic perspective.

Skill objectives: Preliminarily master the making methods of bags, use drawing, cutting, tearing and other expression methods, and flexibly use various colored papers and waste materials to design and make bags.

Emotional goals: comprehend the beauty in life, experience the joy of creation, and cultivate students’ emotions to observe, express and beautify life.

3. Explain the key points and difficulties of teaching.

Teaching focus: observe, analyze, and express the shape of bags to cultivate students' aesthetic abilities.

Teaching difficulties: Inspire students' thinking, stimulate students' creative ability to seek novelty, difference and change, and design and produce novel and interesting bags.

2. Explain the method of learning.

Primary school students are inquiring, eager to learn, and curious. They have a strong desire to express themselves and have extremely rich imagination. They pursue interesting classroom formats and yearn to try various expression methods that can express their emotions. , therefore, this course focuses on creating life-rich situations, guiding students to discover, comprehend, and create, and arouse students' pursuit of beauty. Guide students to various experiential activities and conduct independent, cooperative, and exploratory learning to acquire knowledge and develop innovative abilities.

3. Explain the principles and methods of teaching.

1. In the design of this course, I used Piaget and Bruner’s “construction” and “discovery” theories to design the teaching. Students’ learning in the classroom is not a process of passive acceptance, but an active construction. During the process, students independently explored the structure and production methods of the bags through activities such as looking at, disassembling, and discussing. Experiential learning is used throughout, and teaching is filled with life experience, aesthetic experience, creative experience, frustration experience and successful experience, etc. All kinds of experiential learning are both independent and interconnected, and autonomous learning and cooperation are permeated in experiential learning. learning and inquiry learning.

2. Dewey’s idea of ??“learning by doing” means that in the absence of teacher demonstrations, students observe bag-carrying works, try to make bags, discover and solve problems while exploring and making.

3. The situational teaching method pioneered by the famous educator Li Jilin. Language situation: Use language to stimulate students’ desire to try and explore. Life situation: Life is the source of art, and art serves life. The teaching of this course closely focuses on the theme of life, creating life situations, using travel as a guide, from preparing for travel - appreciating the bag - designing and making the bag ——Sales Introduction Carrying Bags——Game Simulation Travel This series of teaching activities are closely related to life, guiding students to observe life, beautify life, and cultivate students’ interest in life.

4. Explain the teaching process.

1. Situation creation and interesting dialogue.

The teacher created such a situation: New Year’s Day is coming soon, what are the students’ plans? Many students will say that they plan to travel as a family.

Teacher: What preparations should be made for traveling?

Student: Prepare food, daily necessities, cameras, etc., and prepare bags...

Thus revealing the topic: Let's go into "Which Handbag Do You Like"!

2. Appreciation and perception, aesthetic experience.

The pictures show bags of various styles and materials, including embroidered bags of the Bai people in Yunnan, blue calico bags, travel bags, etc., giving you a preliminary understanding of the shape, color, material, etc. of the bags. Patterns and uses, feel the profound culture of carrying bags and feel the beauty of life.

3. Get a preliminary understanding and try to make it.

Give each group a simple paper model of a bag. The bags given to each group have different shapes. Let the students look at it, touch it, and even take it apart. In the independent exploration activities, we learned about the simple methods of making bags. Each group sent representatives to the stage to demonstrate the making methods. Each group interacted and asked valuable questions, such as: How to make the bag have a larger capacity? How can the adhesion be stronger? ...Let students try to make a bag with questions.

4. Expand ideas and understand design.

Show several novel bags: such as house-shaped bags, spider-shaped bags, etc., to guide students to feel the charm of creative design, and conduct research based on the shape, color, and pattern of the bags. Use imagination to solve the teaching difficulties of this lesson. Then let students appreciate the bags made by using cardboard, corrugated paper and other waste materials using various techniques to further expand students' ideas.

5. Use your hands and brain, and work in groups.

The group discusses how to design a bag, and gives students a homework design sheet. They fill in the design description, creativity, color, material, and designer's signature on the homework design sheet. Let students understand the meaning of design and purposefully select materials for division of labor and cooperation according to the design plan.

6. Teacher-student interaction, "exhibition and sales" evaluation.

Hold a small "exhibition" to see which group of designed and produced bags is the most popular. The "salesman" will introduce the bag's shape, color, material, function, etc. " Customers" choose the bags they like and need for the National Day trip. The teacher, as a reporter, uses a camera to capture the "sales" scene, and as a judge, awards medals for "Ingenuity" and "Best Creativity".

7. Game experience, expand and extend.

Students put forward their bag creations to play the game "Let's go on a trip" and experience the joy of success.

Teacher: The bags designed and made by the students are really wonderful. If these beautiful bags are put into the market, they will provide greater convenience for our travel and make our journey more vivid and exciting. ! In order to make life more colorful, I hope you can design more and more novel bags