Teachers to guide the students to summarize their own brain melons and fruits of the drawings, to give the students to think and imagine the space for exploratory learning.

The queen of fruits - mangosteen: ten years to fruit, green fruit.

Teachers show the actual mangosteen and ask children to count how many petals in the small calyx at the bottom of the mangosteen, then ask a child to peel the mangosteen on the spot, revealing that the number of petals in the calyx of the mangosteen corresponds to the number of fruit pulp inside.

The king of vitamin C - kiwifruit

Fruits that are cut open - are also beautiful! Examples: dragon fruit, banana, papaya

Teacher: In fact, there are many secrets in the cut fruits, let's get our hands dirty and discover them!

The student leader of each group gently cut a fruit with a knife, leading the group to carefully observe the wonderful changes inside the fruit.

Third, feel and create:

(classroom pictures of the combination of fruits)

1, teacher: In addition to depicting individual fruits, we can also show many fruits, big and small, more and less, combined together is even better! How do we show more fruit? Teacher wants to add these fruits on the blackboard, who wants to teach the teacher?

生：可以在两个水果中间添上被挡块的一个水果，被挡块的地方不画，只画揭出的部分。

(Students say, the teacher add painting fruits, demonstration of fruit combinations of front, back, big, small and other rich changes) Design intention: in the demonstration, first from a single fruit, then a natural transition to a number of fruit combinations with front and back blocking effect, moderate difficulty, explain simple and clear, easy for students to understand and accept.

2, teachers: today, students also brought a variety of fruits, please take out, group discussion out, say their shape, color, taste is how?

(Student group exchange of fruits brought)

Design intention: through the group peer-to-peer exchanges, to guide students through careful observation, to further feel the beauty of the shape of fruits and melons, the beauty of the color, to enrich the students' cognitive and emotional experience.

Teacher: Just now the students said are great! Now, the teacher will ask you to carefully observe you bring a fruit, try to use your favorite tools and ways to show them.

(show the teacher's fruit model drawings, to give more help to the advanced students)

3, teacher: today, Mr. Wang would also like to ask you to use their own favorite way to show a single or a combination of fruits,

Requirements:

1, full shape;

2, colorful, layered;

3, line dynamic, there are changes.

The students in the first group drew individual fruits on the pencil drawing paper, then cut along the shape of the fruits with scissors, and worked as a group to collage them in the round plate.

The second group of students drew individual 'fruits' on pencil drawing paper, then cut them out with scissors along the shape of the fruit, and worked as a group to collage them in a paper basket.

The students in the third group used a paint stick to draw a combination of masked fruits on sandpaper, paying attention to the proportionality of size, front and back, and how many.

The fourth group of students used oil clay or ultralight clay to make fruits. Groups of students will make their own fruit collage combinations on the plate.

Design Intentions:

The design of homework is hierarchical and innovative, from flat to three-dimensional, reflecting different levels of difficulty, giving students at all levels a stage to show themselves.

Fourth, evaluation and feedback:

Fruit works in the form of small groups, a group display, the other three groups of students scoring. At the end of the total score is calculated and the best works are selected.

1, Sheng: boast works, tantalizing in what? (Evaluation from the shape, color, picture layout, etc.)

2, Sheng: Suggestions, how to change the good? (put forward specific modifications to help students better performance) 3, teacher: change the local, change the big effect. (From the teacher's site to change the painting, to give students an intuitive feeling, to help students understand the importance of modification)

Design Intentions:

In the evaluation session, I will take the initiative to the students, so that they are in a team to show, and actively mobilize students to learn actively, the classmates themselves as a jury, praised the merits, put forward the views of the students, so that the evaluation is no longer left in the form of more concrete. Evaluation is no longer left in the form, more specific, more effective and targeted, so that students in this session can also have a lot to gain.

V. Expansion and extension:

Classroom Appreciation -

1, children's paintings: gouache, cutting and pasting

2, masters of the paintings: Italian painters - the works of Giuseppe Alcimbato <

3, fruit modeling in life.

4. Creative deformation works of fruits.

5, set up the next lesson utensils.

Teaching Objectives:

1, inspire students to observe, experience, and express the shape, color, etc. of various fruits and melons.

2, to be able to use color to boldly express their own unique feelings, to create an interesting picture.

3, guide students in the positive emotional experience to improve imagination, creativity, experience the beauty of life.

Teaching Key Points and Difficulties:

Key Points: guide students to use a variety of painting forms and colors to express the fruits and melons, experience the beauty of art.

Difficulties: guide students to break through the regular shape and color of melons, bold imagination and creation.

Introduction

Teacher: Autumn is a harvest season, flowers, fruits and melons. Yesterday we went to the Flower Drum Wonderland to see the beautiful flowers. Today, Mr. Zhang would like to take you to an even more magical place! PPT Farm Uncle Charlie Figure

Teacher: Welcome to the happy farm, look! Uncle Charlie's farm are planted what ah?

Students: watermelon, pineapple ...... （

Teacher: the farm fruit varieties can be really many ah!

New teaching

Teacher: Uncle Charlie would like to give you a small gift, so that we can experience picking a melon and fruit? The board book: melon fruit.

Teacher: last class teacher left a homework for you, so that you incarnate melon investigator, you want to pick a good study of fruits and melons. Now to the acceptance of the results of the time please students group discussion a minute to summarize the results of your research to fill in the teacher sent to you on the paper, the group leader to fill in and report.

Teacher: which group of students first say a word about your research results? First of all, what are the fruits you picked?

Students: round ...

Teacher: the overall shape of the apple is round, and then see how his top and bottom?

Teacher: The overall shape of the apple is round.

Teacher: Look at the teacher today also brought this shape of apple oh! But he has a new name Snake Fruit (show the picture) Teacher: What colors do apples come in?

生：苹果红红的师：除了红色的苹果你还见过哪些颜色的苹果呢？ (green, yellow, etc.). Teacher: students we have eaten apples, apples are what flavor ah, eat a fruit every day intentionally healthy oh! (rich in minerals and vitamins)

Teacher: that other groups of small pots and pans you pick what fruits and melons?

Students: watermelon

Teacher: Then you can say the characteristics of watermelon. Sheng: as if it were a big ball, teacher: what colors make up his appearance? Teacher: How does it taste? Sweet a lot of water, good for summer vacation. Teacher: Then have you noticed how these dark and light green lines grow? The lines are gathered together at both ends. (The old teacher drawing) so we draw to show its characteristics?

Teacher: students are great! Teachers usually like to eat pineapple, sweet and sour, there is no one picked pineapple? (probably draw a shape on the blackboard) pineapple. Teacher: Have you ever touched a pineapple? Tell the teacher how does the appearance of a pineapple feel? Student: It's prickly, and it's raised in a lattice. Teacher: So when we are drawing, we must show this characteristic of the pineapple. （Teacher: Let's see what colors are on the pineapple painted by the teacher. Sheng: yellow, dark yellow, green ...... Teacher: original a small pineapple body hiding so many beautiful colors ah!

Teacher: the last group of students to say

Teacher: strawberries sweet and sour everyone love to eat right? Who can say the characteristics of the strawberry ah? Sheng: strawberries have a small seed. Teacher: students observe the really careful red strawberries with dense small seeds. Do you know what role these seeds have? (Strawberry seeds) Teacher: He has what shape?

Teacher: Today we came to Uncle Charlie's Happy Farm to pick watermelon, pick strawberries and apples.... Sang; think they should be very delicious, colorful, colorful.

Teacher: it seems that we picked today picked fruits and melons are so tempting! The board book: tantalizing. Picked so long melon fruit must be students and tired and thirsty it! So Uncle Charlie in order to thank the arrival of small potatoes, has helped us cut some fruit, to see what are, these fruits in the stomach are hiding what secrets it?

生：（PPT展示瓜果内部特写）西瓜肚子里是红红的还有有一些黑黑的子, pomegranate hides a crystal clear flesh as a jewel in general, kiwi furry appearance hides the same shape as the sun's rays, as well as a number of small black seed embellishments look more delicious!

Teacher: the original fruits and melons of the stomach hides so many beautiful secrets ah, students this is not more like to eat these fruits and melons?

The teacher: the original fruit of the stomach hide so many beautiful secrets ah.

Teacher: happy time is always so short, today's happy farm experience activities will soon be over, in order to thank Uncle Charlie's hospitality, the teacher would like to ask students to make a tempting fruit plate to Uncle Charlie.

Teacher Demonstration

Teacher: Next to see how the teacher is the combination of the arrangement of these fruits!

Teacher: first of all, I want to let the watermelon as the main body, so put him in the middle of the plate, in front of the watermelon, we can also put some fruits to make the fruit plate look more layered, where the teacher wants to draw a cut watermelon and an apple, where please pay attention to the relationship between the watermelon part of the masked. Then the teacher felt that the watermelon alone in the middle of the picture is a bit lonely, so the teacher found a pineapple potted friend, at the same time, let the pineapple potted friend can be slightly tilted a little bit, and the watermelon to have a close contact. (Painted on the left side of the watermelon, remember to draw out its features.) After painting the left side, we can find that the right side seems to be a lot of empty, so the teacher decided to add a fruit at the junction of the watermelon and the apple from the color of the color considerations can be painted with a different color of the fruit in front of it to make the color more rich. (Painting mango) Finally, add a few small fruit embellishments (strawberries, cherries) in order to make the fruit look more attractive can be appropriate to add some bright points and drops of water to make said look more watery. (Then switch the PPT) painted color, an attractive fruits and melons on the completion of it!

Student creation

Homework requirements: 1. Group cooperation to complete, each member of the group to draw a favorite melon. ps: each person to draw a different melon Oh!

Paint the color and cut it out and stick it on the plate.

Note the size of the melon in the plate, the combination.

Compare which group is the most beautiful.

Homework evaluation

Teacher: praise, your hands put the fruit plate (from the shape, color, the overall layout of the evaluation)

Suggestions, how to become better?

Expansion

Teacher: time flies, we are going to leave Uncle Charlie's farm, through today's farm experience I believe that students harvest a lot of fruits and vegetables, then please take your students out of the classroom with your trophies back home to your parents to send you a hand-done fruit plate it.

Teaching material analysis:

This lesson is a "modeling performance" as the main learning area, aims to cultivate the habit of careful observation of life through teaching activities, so that the students through the connection between artistic creation and daily life, to enrich their artistic experience and feelings, and enhance their ability to learn and develop the skills of the students.

Teaching Objectives:

1, cognitive objectives: to inspire students to observe, experience, and express the shape, color, texture and so on of various melons and fruits.

2, operational objectives: to be able to boldly express their own unique feelings with color, and the use of appropriate composition to create an interesting picture.

3. Emotional goal: to guide students in the positive experience to improve observation, creativity, experience the beauty of life.

Teaching Focus:

To guide students to use a variety of painting forms and colors to express melons and fruits, to experience the beauty of art.

Teaching Difficulties:

Guiding students to boldly express their own unique feelings with color, and use appropriate composition to create an interesting picture.

Teaching Preparation:

Various painting tools, classroom materials, fruits and melons

Teaching Time:

A lesson time

Teaching Procedure:

Guessing the riddles before the lesson.

(1) The yellow skin is covered with red pearls, and the pearls have bones,

They can't be worn, they can't be put on, and they are sweet and sour.

(playing a fruit) - pomegranate

(2) gold cloth, wrapped in silver bars, the center of the bend at both ends. (playing a fruit) - banana

(3) body section is not bamboo, thick can have hoe handle thick,

children grabbed gnawing enough, the old man did not have the teeth to complain bitter.

(playing a fruit) - sugar cane

Teachers can ask a follow-up question: from which sentence you guessed?

[Design intent]: 1 minute after the preparatory bell, with riddles to focus students' attention, arouse students' interest, stimulate students' thinking, so that students quickly into the learning environment, both in line with the psychological characteristics of children and the actual teaching and learning, but also closely linked to the purpose of the teaching, but also

conducive to stimulate students' interest in learning. In the process of guessing the riddle, students simply recall the characteristics of fruit in taste, color, shape, to lay the foundation for the following further feelings.

First, create a situation, perceive the characteristics of fruits and melons

1, Transition: students are really good at guessing riddles, I heard that many students in our class are still good at planting fruits and melons! Is not it? (Students doubt)

2, the teacher showed a happy farm, students responded enthusiastically.

3, our class so many fruit farmers ah, you have planted what fruits and vegetables? Name the students to communicate.

生：我种过......师：瓜果的品种真丰富啊!

[Design intent]: art classroom teaching should be close to students' lives, from the students' lives to create scenarios. The creation of the situation should be closely coordinated with the content of the teaching, the teacher to capture the material within the excitement of the students' interest, with the help of the context of teaching, so that the cognitive process of the students and the activities of the way to skillfully combine, so that the painting and the rich inherent emotional activities organically combined to promote the children's wholeheartedly into the learning activities, so that students from the "play" mentality gradually to the "play" mentality, so that students from the "play" mentality gradually to the "play" mentality. The students from the "play" mentality gradually to the intentional learning aspects of the transformation, so that the classroom atmosphere is relaxed and happy. Create a "happy farm" this situation both in line with the content of the teaching, but also closely related to student life, both to the students intuitive feeling of beauty, but also to the students to great enlightenment, so that students learn in which, happy in which, benefit in which.

4, so many melons and fruits, which is your favorite to eat? Can you come to boast about it?

5, the students boast of melons and fruits, (with a slide of the large picture shown), the teacher then guided the observation.

After a student boasted, the teacher can be based on the students' statements, combined with the picture, to guide the students to pay attention to some of the details on the melon, such as the color, melon grain, details.

6, the teacher: this student praised the shape, color, taste, nutrition, take the opportunity to board: shape, color, he also paid attention to some of the details on the appearance of the melon, really good.

7, the teacher concluded: (show pictures) melon has a unique shape, rich colors, look at the want to eat, it is really tempting! Produce the subject: tempting fruits and melons

[Design intent]: Through the process of students quoted fruit, so that students feel the fruits and melons in shape and color, especially the shape of the details of the characteristics of the performance of the students of individual fruits and melons of the shape of the cumulative material, so that students have the content of the paintings.

Second, the teacher demonstration, seize the details of the shape and bold color

1, students, you know what the teacher's favorite fruit? I'll draw a picture, you guess. Teacher drawing, drawing a few oval (different postures, and before and after the cover), students immediately messy guess, the teacher announced the answer - show physical kiwi. Students will immediately reflect: the drawing is not like, kiwi outside is fluffy. Teacher followed by: Oh, the original expression of the melon and fruit should be tightly grasp the details of the characteristics of its shape. Then use the dotting board to draw the fuzz. How about this? Students responded, teacher: kiwi furry texture is shown.

2. The kiwi's belly holds beautiful secrets! Show its section, a different angle of observation, can find another beauty of melons, like oranges, pomegranates, poppies as well. (show the picture)

3, look at this green flesh, eat it must be - (sour). (Show the pink kiwifruit and stick it next to the original kiwifruit.) What about this kiwifruit, it looks - sweet. Because - Name the student to say: pink color gives a sweet feeling.

4, Summary: It seems that different colors can show the different flavors of melons and fruits.

Third, appreciate the model work, feel the color, composition and picture interest

1, look, like these two works, children want to use color to express what kind of feelings it. Produced a warm tone of the painting, a cold tone, so that students feel the different hues of melons and fruits bring different feelings.

2, the teacher concluded: like this, the creative use of color to express what they see and feel in life, can make the work more chic.