在小学美术课的开讲设计上,我主要从设疑引趣入手。 如开讲第十册《邮票设计》时,我事先把邮票装进一个不透明的袋子里,让部分学生把手伸进袋子里触摸,然后让他说说触摸的是什么东西,怎样判别的。学生触摸后回答说是邮票,根据是有齿孔,形小而薄。学生回答后,我把邮票拿出来让大家轮流观赏。这样设计开讲,加深了同学们对邮票的感性认识,活跃了课堂气氛。 再如开讲第九册《人的五官》时,我先把一个双眼用布蒙住的学生带进教室,让同学们来辨认他是谁。同学们感 In the pre-lecture design of art classes in primary schools, I mainly started from setting up suspicions of interest. As I talked about Booklet 10, “Stamp Design,” I first put the stamp in an opaque bag and let some of my students put their hands in the bag and touch them. Then I told him to talk about what was touched and how to judge. The student replied after the touch is a stamp, according to is a perforated hole, small and thin. After the students answered, I took out the stamps for everyone to take turns to watch. This design to open lectures, deepened students' perceptual understanding of stamps, active classroom atmosphere. Another example is the opening of the ninth book, “human facial features,” I first put a pair of students with blindfolded students into the classroom, so that students can identify who he is. Feeling students