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一、创设情境, 激发学生的学习兴趣 1．创设问题情境。例如,在进行画笔教学时,介绍完“圆／椭圆”工具的使用后,让学生以此工具为主创作一幅画。于是,我先让学生看了两个简单的由圆构成的图案,如太阳、五环旗图案,进而启发学生想一想生活中我们看到的类似的图案。在学生的思维有了一个相对充分的酝酿后,马上就有学生能画出光盘、球、靶心的图案。在此基础上,我又向学生出示了一些美丽的相对复杂的图案,如动物、建筑物等,引导学生积极思考:生活中有哪些可爱的小动物和美丽的建筑物可以用圆形和我们学过的图形来画呢?于是,学生在讨论、合作后,屏幕上也相继诞生了形态各异的小猫、小鸡、青蛙……
First, create situations to stimulate student interest in learning 1. Create a problem situation. For example, when teaching on the brush, after introducing the use of the “Circle / Ellipse” tool, allow students to create a painting based on this tool. So, I first asked the students to read two simple patterns of circles, such as the sun and the five-ring flag, to inspire students to think about the similar patterns we saw in life. After the students’ thinking had a relatively adequate brewing, immediately students could draw the designs of discs, balls and bull’s eye. On this basis, I also show students some beautiful and relatively complex patterns, such as animals and buildings, to guide students to think positively: what are the cute animals in life and the beautiful buildings can be circular and us Learned graphics to draw it? So, students in the discussion, cooperation, the screen have also been born in different forms of kittens, chicks, frogs ... ...