模块83单元教学设计方案.docx

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1、镇江市中小学中青年骨干教师现代教育技术实践活动教学设计方案课程分析：（本课的作用和学习本课的意义）%Icome环节由五幅图画组成，其主要功能是激活学生与单元话题有关的已知知识，引导学生进行相关话题的讨论，将发挥学生参与的主观能动性并在此基础上明确本课的学习方向。贯穿在教学中有两点目标。其一，在教学的过程中教师应注重培养学生的学习兴趣，以进一步提高他们的口语；其二，在教学的过程中，教师也应注重对学生探究意识与能力的培养，以进一步提高学生的口头表达能力。教学构想及目标：首先给学生五幅画，让学生了解画的分类；然后针对各幅画分别进行讨论；从而对本节课的知识有明晰的理解，同时也增加了学生对艺术的了解！知

2、识目标：1 .了解艺术画的分类，定义等2 .培养学生对艺术的爱好Step1:BrainstormingHowmanytypesofpaintingdoyouknow?Pleasetrytomatchthetypeswiththerightpictures.stilllifepictureabstractpicturemuralapaintingofaportraitStep2:SharinginformationLookatthefollowingpictures.Picture1:AmurallWhatcanyouseeinthepicture?Whatisamural?(Amuralisa

3、verylargepieceofartwork,suchasapainting,thatisdoneonawall.Muralsdatebacktoprehistorictimes,suchasthepaintingsonthewallsofcaves.Today,muralsarepaintedondifferentsurfaces.)Whatarethecharacteristicsofamural?(Comparedwithothertypesofpaintings,muralsarealwayslargerinsizeandtheyarepaintedonthesurfacesofwa

4、lls.Thisfeaturemakesmuralsveryeasytoattractpublicattention.)Doyouknowanyfamousmuralpaintersandtheirworks?(OneofthemostfamousmuralsisGuernicabytheSpanishcubistpainterandsculptorPabloPicasso.AnotherfamousoneisWaterLilies,whichwascreatedbytheFrenchimpressionistClaudeMonetin1926.)Picture2:Astilllifepain

5、tingWhatcanyouseeinthispicture?Whatisastilllifepicture?(Astilllifeisaworkofartthatpresentsobjectsthatarenotmoving.ItwaspopularinWesternartsincethe17thcentury.)Whatarethecharacteristicsofstilllifepictures?(Stilllifepaintingsfocusonobjectssuchasflowersorfruit.Thisgivesartistsmorefreedomtoarrangetheele

6、mentsinthepicturethantheydopaintingsofnatureorportraits.)Doyouknowanyfamousstilllifepaintersandtheirworks?(ThehistoryofstilllifepaintingscandatebacktoancientEgypt.Atthattime,peoplebelievedthatiftheyputthepaintingsoffoodsorotheritemsintombs,peoplecouldstilleatorusetheseitemsintheotherworld.Therearema

7、nyfamousstilllifepaintersandvanGoghsSunflowersisoneofthemostwell-knownstilllifepaintings.)Picture3:AbstractartWhatcanyouseeinthispicture?Whatdoyouknowaboutabstractart?(Abstractartisatypeofartthatdoesnotshowobjectsinanaturalway.Instead,abstractartistspresenttheirviewoftheobjectswithcoloursorshapes.Th

8、eabstractartistsusethistoshowthetruequalitiesoftheobjectsunderneaththeirappearance.)Doyouknowofanypaintersthatpaintabstractpainting?Doyouthinkiteasyordifficulttounderstandabstractpainting?Explainyourreasons.Picture4:ApaintingofnatureWhatdoyouseeinthispicture?Whatdoyouknowaboutpaintingsofnature?(Pain

9、tingsofnaturecanalsobecalled“landscape”.Apaintingofnaturealwaysincludeselementssuchasland,plants,man-madebuildingsandaverywideview.Sometimes,apaintingofnaturealsopresentswater,agroupofwildanimals,peopleorthesky.)Canyounamesomeofyourfavouriteartistswhodopaintingsofnature?Whydoyoulikehisorherwork?Pict

10、ure5:AportraitWhatcanyouseeinthispicture?!Whatdoyouknowaboutaportrait?(Aportraitisapaintingthatshowsaperson,particularlytheshouldersandup.Inveryfewcases,theartistswouldshowtheirpersonalopinionsinaportrait.)Whydomanypainterspaintportraits?Doyouknowanyfamousportraitintheworld?(Oneofthebest-knownportra

11、itsintheworldistheItalianRenaissanceartistLeonardodaVincisMonaLisa.)Whydopeopleliketohavetheirportraitspainted?Ifpossible,wouldyouliketohaveyourportraitpainted?Whyorwhynot?Step3:Discussion1. Whichtypeofpaintingdoyoulikebest?Why?2. Areyoufamiliarwithanyfamouspaintersbothathomeandabroad?Doyouliketheir

12、works?Whyorwhynot?3. DoyouknowthedifferencesbetweentraditionalChinesepaintingandtraditionalEuropeanpainting?Step4:Homework1. SearchfortheinformationofthetypesofpaintingandfamouspaintersontheInternet.2. PreparetheReadingpart.评价方法或工具（说明在教学过程中将用到哪些评价工具，如何评价以及目的是什么）：评价表对学生的评价学生课堂学习积极性的评价由于不同于以往以老师讲授为主的课

13、堂，本节课以学生的看，讨论、说以及网络搜索为主，学生的积极性比较高。绝大部分同学都能参与到课堂中来，表现符合高二这个年龄层次的学生心理。在课堂过程中不断以激励性的语言和手势鼓励学生，学生的自信心得到加强。学生目标达成的评价通过本课时的学习，学生能准确理解艺术画的知识、特点和分类，通过声情并茂的多媒体调动学生的积极性和兴趣。对问题的评价本节课所设计的共4块问题，前两块问题符合学生的知识基础和认知规律。问题设计恰当、合理，具有较大的启发性，能促进学生思维，培养问题能力，符合英语学科特点。但是后两个问题，通过老师的提示讲解后学生方能解决问题。通过学习，学生能凭借查找的资料.，利用对课堂延伸过程评价课堂上学到的信息交流，汇报时技巧到位。对教师课堂表现教师对教材的理解深入浅出，重难点把握的评价准确，教学方法使用恰当。立足于学生已有的知识基础，遵循学生自身从发现问题到解决问题整个过程中，获对教师的评价对教师三维目标取知识的认知规律。通过对问题的分析、的达成讨论、理解过程，潜移默化地达成能力和情感目标。