Topic: Writing posture and pen-holding method
Class hours: 1 class teaching purpose: To stimulate students' interest in writing, learn writing posture and pen-holding method; develop good study habits.
Teaching important and difficult points: sitting posture and writing method.
Teaching aid preparation: writing utensils, wall charts, etc.
Teaching process:
1. Organize teaching, stabilize emotions, and inspect the placement of equipment.
2. Take a few minutes to tell a short story about a calligrapher learning. The teacher shows a wall chart of sitting postures for students to observe.
3. Teaching new lessons. Through the flipchart, the teacher and classmates summarized the sitting postures together, and first wrote the topic on the blackboard: Lesson 1: Writing posture (other content will be added after the flipchart is presented). Sitting posture requirements: head upright, body straight and slightly leaning forward, shoulders should be flat, arms naturally separated, sit upright, feet flat and shoulder width apart (ask students to tell the difference between the sitting posture and the writing posture: the left hand is placed location is different). The teacher inspects the rows and corrects sitting postures. The teacher showed the standing posture wall chart and summarized the essentials with the students: head straight, body straight (leaning slightly forward), shoulders flat, arms open, left hand bent on the desk, feet flat and shoulder width apart. The teacher showed the pen-holding wall chart and at the same time made up the topic: pen-holding methods. The teacher and classmates summarized the writing method together:
(1) Pinch: pinch the pen barrel with the thumb and index finger (the mouth of the tiger's mouth is round or oblate).
(2) Hook: Hook the pen barrel with your middle finger and keep it close to the index finger.
(3) Top: Use the back of the distal section of your ring finger (the joint between the nail and the flesh) to push the pen barrel outward.
(4) Lean: The little finger rests against the ring finger and does not touch the pen barrel.
(5) The fingers should hold the pen barrel firmly, the palm should be empty, the palm should be upright, and the wrist should be flat. The teacher demonstrated, asked the students to practice, and corrected them at the same time. Students may be a little nervous and use too much force, so the teacher should remind them. Summary: Summarize while sitting and holding a pen. Practice your stance again.
4. Consolidation practice: After completing the hard-pen assignments, the requirements and word avatars, the teacher will inspect the lines and correct some mistakes.
5. Summary: Show the homework, give praise, and call on students to practice writing posture and writing methods after class.
Reference lesson plan
Topic: Lesson 2: rice character grid and stroke names
Lesson: 1 lesson teaching purpose: stimulate students’ interest in writing; understand rice Character grids and stroke names; cultivate students' good learning and writing habits.
Teaching is important and difficult: understanding the rice grid and stroke names.
Teaching aid preparation: writing utensils, wall charts, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Check the position of writing utensils, sitting and standing postures and writing.
3. Teach new courses. Teacher: There is a square city with four highways running through it. Two are the longest and two are the shortest. What word do the four highways form? There is a square white paper posted on the blackboard, mark the center, and use four red slips for students to post. The teacher showed the flipchart and wrote on the blackboard: Lesson 2: Rice grid (the second half will be added when the lecture comes). The teacher and classmates named the rice grid together: 1. Horizontal and vertical center lines; 2. Two diagonal lines; 3. Upper left grid, sitting grid; 4. Upper right grid, lower right grid. The teacher can use the rush-answer method to ask students to name the parts of the rice grid. The teacher showed the wall chart with the word "Yong" and made up the questions at the same time. Say its names in order with your classmates (auxiliary dotted lines should be added appropriately for horizontal drawings and picked drawings to help students understand them, as shown in the picture). In order to make students think clearly, first draw the numbers on the picture: 1. Dot 2. Horizontal 3. Vertical 4. Hook 5. Pick 6. Skip 7. Short skid 8. Na The teacher can point to which stroke and let the students say which one Strokes, from slow to fast, can be competed after students become familiar with them.
4. Summarize the rice pattern and stroke names, and complete the hard-pen assignments. You can put forward requirements: 1. The writing should be realistic; 2. The strokes must be started and closed; 3. The strokes must be written naturally.
Music accompanies students' writing. The teacher inspects the lines, discovers strengths, and corrects mistakes to facilitate summary.
5. Summary: Show the homework, give praise, and call on students to practice writing after class.
Reference lesson plan
Topic: The third lesson of horizontal writing
Lesson: 1 class teaching purpose: to stimulate students' interest in writing; initially learn the horizontal writing , Cultivate students' good writing habits.
Teaching important and difficult points: the horizontal writing method; the way to start the pen in a square and close the pen in a round way.
Teaching aid preparation: writing utensils, wall charts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Introduce new lessons through riddles: There is a stroke that is so awesome that it can become a word by itself. Please guess which stroke it is? The teacher shows the horizontal wall chart. Present the topic: horizontal writing
3. Teach new lessons. Question: What are the characteristics of horizontal paintings? The characteristics of horizontal painting are: 1. thick at both ends and thin in the middle; 2. starting from a square and ending with a round stroke; 3. having a certain slope (lower on the left and higher on the right) (see the textbook). How to write a horizontal drawing: first press up to the left, press down to the right, turn the pen to the right (lift the pen while rowing, press the pen while rowing), lift the pen up, press down to the right, lift the pen and retract.
4. Consolidation practice: Complete the assignments in the third lesson exercise book and pay attention to your sitting and writing postures. The teacher patrols between the lines and corrects the mistakes made by the students when they write. (When the teacher corrects students' writing errors, the teacher should speak in a low voice and do not disturb other students. Only when a class-wide problem is discovered, the teacher can ask the whole class to stop writing and correct it promptly. When students are writing, they can put some more appropriate words. music, but the volume should be controlled and not too loud, otherwise it will affect students' writing) (see textbook)
5. Summary: Praise the good ones and point out the shortcomings.
Reference lesson plan
Topic: Lesson 4: Vertical writing
Lesson: 1 lesson Teaching purpose: To stimulate students' interest in writing; initially learn how to write vertically ; Cultivate students' good study habits.
The most important and difficult points in teaching are: vertical writing and the lifting of strokes.
Teaching aid preparation: writing utensils, wall charts, rice-character cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Take a few minutes to tell a short story about a calligrapher who studied hard.
3. Teach new courses. The teacher shows the flipchart; asks the students to look at the chart, tell what the teacher wants to talk about in this lesson, and show the topic: Lesson 4, how to write vertically. Ask students to observe the characteristics of the hanging dew: 1. Like a bone (students can name other things); 2. On the center line of the vertical; 3. Thick at both ends and thin in the middle. How to write "chuilu vertical": first go up to the left, then turn the pen and sit down and press it, then turn the pen and go down (lift it while moving, press it while moving, the changes are subtle) pause the pen, grab the pen and return to the upper left side. (The whole process of the demonstration allows students to see it clearly.) (See the textbook) How to write "hanging needle vertically": Let students summarize the writing method of "hanging needle vertically".
4. Consolidation practice: To complete the fourth lesson homework, students are required to trace to the end, instead of adding ink bit by bit like painting. The teacher patrols between rows and corrects mistakes in sitting posture, writing posture and drawing red lines. Hard pen writing still emphasizes lifting and pressing.
5. Summary: Show the homework, give praise, and point out the problems of the whole class.
Reference lesson plan
Topic: Lesson 5: How to write horizontal folds
Lessons: 1 class teaching purpose: to stimulate students' interest in writing and initially learn to fold horizontally writing method; develop good study habits.
Teaching important and difficult points: the writing method of horizontal folds and the intersection between horizontal and vertical drawings.
Teaching aid preparation: writing utensils, wall charts, rice-character cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Review the writing methods of horizontal and vertical drawings.
3. Show the composite electrochemical film (first horizontally, then vertically, folded together horizontally, or draw it on the blackboard with bare hands, but it should be more regular to give students a sense of beauty). Show the topic: Lesson 5: How to write horizontal folds.
4. Teach new courses. The teacher tried his best to let the students summarize the writing method of horizontal fold. It seemed that it was not a problem. Finally, the teacher sorted it out. The writing method of horizontal fold: first press left upward, press right downward, turn the pen to move right, lift the pen upward, press left downward, turn front and move down, press the pen to recover.
5. Consolidate practice. Let students complete the fifth lesson homework, remind students of their sitting postures and writing postures, and correct them at any time during the inspection; for the precautions for the characters "日" and "里", you can emphasize one or two points (see the teaching reference) and write them in hard pen Emphasis is still placed on lifting and pressing, especially at the beginning of writing (see textbook).
6. Summary: Show the homework. Students who have made great progress can still show it and point out the problems of the whole class.
Reference lesson plan
Topic: Lesson 6: How to write apostrophes
Lessons: 1 lesson Teaching purpose: To stimulate students' interest in writing and initially learn how to write apostrophes ; Develop good study habits.
Teaching important and difficult points: the writing method of left and center strokes.
Teaching aid preparation: writing utensils, flipcharts, rice-character cards (or film for audio-visual education), etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Introduce new lessons. Ask the students to guess the riddle: Long hair floats. Make a stroke. After the students say "skip", show the topic: Lesson 6 How to write "skip" (show the flipchart at the same time)
3. You will receive a new lesson. Ask students to observe the characteristics of "skip" and which strokes they are similar to: 1. It is similar to "hanging needle vertical". They are both thick at the beginning and thin at the end. 2. It is different from the angle of "hanging needle vertical". "Hanging" is slanted, while "hanging needle vertical" is vertical (students may not be able to say the word "vertical", just say it is "straight". ). The writing method of writing: first press left upward, then press right downward, turn the pen, move left diagonally downward (the pen should be stroked in the center, and lifted as it goes), and then lift the pen to make a forward move. Students can be asked to write several times on the book with their fingers. Let the students look at the characters "Zuo" and "Qian" in Fan, and tell them the stroke order and their position in the rice grid. Requirements for hard writing assignments: Take the lead naturally and don’t go too fast.
4. Consolidation practice: Complete the homework of Lesson 6, inspect the lines, gently correct the students' mistakes, and at the same time play some music (not too loud), so that the students can be in a cheerful atmosphere. study.
5. Summary: Show the homework, give praise, and point out the problems of the whole class. Call on students to practice more after class and select well-written assignments to display in the column to stimulate students' interest in learning.
Reference lesson plan
Topic: How to write in Lesson 7
Lesson: 1 lesson
Teaching purpose: To stimulate students' interest in writing Interest; initially learn how to write dots; cultivate students' good study habits.
The most important and difficult points in teaching are: how to write "捺", how to write "捺corner" and "pinpoint".
Teaching preparations: writing utensils, flipcharts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Tell a short story about a calligrapher who studied hard.
3. Teaching new lessons
The teacher shows the flipchart. Ask students to look at the picture, what does this stroke look like? The teacher shows the topic, how to write "捺" in Lesson 7
Ask students to observe the characteristics of "捺": 1. It looks like a broom; 2. It is thin and fine. , thick at the bottom, sharp at the end 3. On the diagonal line
How to write the nip: first go up to the left, turn to the front and go diagonally downward, press as you go, spread the brush hairs, go to the corner of the nip, slowly lift it flat Take the initiative, (because this stroke is difficult, the teacher should explain it accurately and demonstrate it slowly to allow students to see clearly)
4. Consolidation practice: Complete the seventh lesson homework. The requirements for model characters can be found on the blackboard Shown above: 1. Garden row; 2. Stroke order; 3. Position in the grid. to attract the attention of students. Hard-pen calligraphy requires a natural and sharp edge. The teacher inspects the lines, demonstrates to the students, and corrects some writing problems.
5. Summary: Show the homework and give praise. I hope the students will practice more after class. The teacher should know the examples of practice after class and praise in various ways to promote the progress of the students.
Topic: How to write the eighth lesson point
Class hours: 1 lesson
Teaching purpose: to stimulate students’ interest in writing; to initially learn how to write points; to cultivate Good study habits of students.
Teaching is important and difficult: the writing method of dots and the lifting of "dot" paintings.
Teaching preparations: writing utensils, wall charts, square cards, etc.
Teaching process:
3. Organize teaching and stabilize emotions.
4. Tell a short story about a calligrapher who studied hard.
5. Teach new courses. Show the topic: How to write the points of Lesson 8. Show the wall chart and ask students to observe the characteristics of the "dot" painting: 1. What does it look like? (Big melon seeds, raindrops, etc.) 2. The position in the rice grid. How to write dots: insert the pen in the lower right corner, press the lower right corner, and lift the pen to retract. Ask students to summarize their own writing methods.
6. When completing the homework of Lesson 8 and the processing of model words, ask students to tell their graphics and stroke order. Hard pen writing emphasizes lifting and pressing. The teacher patrols between the rows and can play music at this time to adjust the classroom atmosphere. (See textbook)
7. Summary: Show the homework and give praise.
Reference lesson plan
Topic: How to write the vertical hook in Lesson 9
Lesson time: 1 lesson
Teaching purpose: to stimulate students' understanding of writing interest; initially learn how to write vertical hooks; cultivate students' good study habits.
Teaching important and difficult points: how to write vertical hooks and how to write hooks.
Teaching aid preparation: writing utensils, flipcharts, grid cards (or film for audio-visual teaching).
Teaching process:
1. Organize teaching and stabilize emotions.
2. Praise the students in the class who write seriously.
3. Review the writing method of vertical (hanging dew vertical). How to write "chuilu vertical": (See the textbook) first move up left, turn the pen and press down right, turn the pen down, pause the pen, lift the pen and retract. Question: If you add something to the end of the dew stand, do you know what it would be called? After the students say "vertical hook", show the topic: Lesson 9: How to write vertical hook.
4. Teach new courses. The teacher shows the flipchart. Ask students to look at the picture and observe the characteristics of the "vertical hook": 1. It looks like a hook; 2. It is composed of a vertical hook and a hook; 3. It is on the vertical center line. How to write the vertical hook: Since Chui Lu vertical has already been learned, we try to ask students to use their brains as much as possible to summarize how to write the vertical hook. First press the upper left hand, then the lower right hand, turn the pen to move downward, pause the pen, lift the pen to return to the front, and draw the hook. Ask students to practice writing on the table with their fingers.
5. Consolidation practice: After completing the ninth lesson assignment, the requirements for model characters can be shown on the blackboard: 1. The graphic is in the shape of " "; 2. The order of the strokes; 3. The "vertical hook" is on the vertical center line. Hard-writing requirements: The words written by students should be as consistent as the words on the post. After each writing, check it against the words on the post. Continuously correct mistakes and write better. When students practice, they are accompanied by music, and the teacher inspects the lines, demonstrates to the students, and corrects some mistakes in writing.
6. Summary: Show the homework, give praise (the method of praise is at the teacher's discretion, to fully mobilize students' enthusiasm), and encourage students who practice after class.
Reference lesson plan
Topic: How to write "Ti" in Lesson 10
Lessons: 1 lesson Teaching purpose: To stimulate students' interest in writing; initially learn how to write "Ti" ; Cultivate students' good study habits.
Teaching is important and difficult: the way to write the question and the way to stand out.
Teaching preparation: teaching tools, flip charts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Use a few minutes to tell a short story about a calligrapher who studied hard.
3. Teach new courses. The teacher shows the topic: Lesson 10: How to write mention. Show a wall chart of how to write. Ask students to observe the characteristics of Ti: (1) Like the tip of a knife. (2) It is on the diagonal line. (3) From coarse to fine.
How to write "lift": first press up to the left, press down, lift the pen and turn the tip upward, lift while moving (be sure to be steady), and move forward (see the textbook).
4. Consolidation practice: After completing the assignment for Lesson 10, the teacher guides the students to say the stroke order of the character "Jiang, Dou" and analyze the two characters with graphics. The hard pen practice section can remind you how to write "three points of water". Music accompanies students to practice, and the teacher patrols the rows to teach students and correct mistakes.
5. Summary: Show the work and give praise. Point out the class-wide problems and call on students to practice more after class.
Reference lesson plan
Topic: Lesson 11 Stroke Order Rules (1)
Lesson: 1 lesson
Teaching purpose: to inspire students Interest in writing; learning stroke order rules. (1): First horizontally and then vertically, first horizontally and then vertically; cultivate students’ good study habits.
Teaching important and difficult points: stroke order rules (1): first horizontal and then vertical, first stroke and then stroke. Improve the writing quality of Nahua.
Teaching aid preparation: writing utensils, wall charts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Praise the students in the class who study hard to write.
3. Teach new courses. The teacher presents the topic: Lesson 11: Stroke Order Rules (1). Show the flipchart "Ten, Qian" and ask the students to tell the stroke order. The teacher writes on the blackboard: first horizontally and then vertically. Group into groups to observe the characteristics of "十, 干"; Characteristics of "十": 1. Stroke order: first horizontal and then vertical: 2. The position of these two strokes in the rice grid: 3. Comparison of stroke thickness; 4. The roughness of this character What shape does it form. Based on the characteristics of "Qian", teachers can ask students to summarize the rules and inspire students to think based on the characteristics of "Ten". The teacher showed the wall chart of the characters "人, 入" and asked the students to tell the stroke order. The teacher writes on the blackboard: write down first and then suppress. Under the inspiration of the teacher, the characteristics of these two characters were stated respectively, and students were reminded of the precautions when writing "捺".
4. Consolidation practice: After completing the homework of Lesson 11, the hard pen part proposes: Ning’s writing should be natural. The teacher plays music, patrols between lines, and corrects students' sitting posture, writing and writing problems at any time.
5. Summary: Display the homework, praise students who have done well in writing and have made great progress, and call on students to practice more after class.
Reference lesson plan
Topic: Lesson 12 Stroke Order Rules (2)
Lesson: 1 lesson
Teaching purpose: to inspire students Interest in writing; learn the stroke order rules (2): from top to bottom, left to right; develop good study habits.
Teaching important and difficult points: stroke order rules (2): from top to bottom, from left to right. Changes in thickness of strokes.
Teaching aid preparation: writing utensils, wall charts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Take a few minutes to tell a story about a calligrapher who studied hard.
3. Teach new courses. The teacher showed the topic: Lesson 12 Stroke Order Rules (2). At the same time, the character "work" on the wall chart is shown and the students are asked to tell the stroke order; the teacher guides the students to tell the pattern: "from top to bottom." At the same time, write on the blackboard: from top to bottom. The teacher inspired the students to tell the specific way of writing "work": (1) First tell the position of the first stroke, on the diagonal line of the upper left and upper right squares, passing through one-third of the half of the vertical center line. This One stroke is thicker. (2) The second vertical stroke has a certain slope on the vertical center line and is shorter. (3) The third stroke is longer, the distance between the first stroke and the horizontal center line is the same, with the left side lower and the right side higher. (4) The entire font is roughly trapezoidal. The specific way of writing "王": Based on the analysis of the word "王", try to ask students to tell you how to write it (see the textbook). (1) The first and second strokes have thicker short horizontal strokes. The first stroke is half way up the vertical center line. (2) The third stroke is on the vertical center line with a certain slope. (3) The fourth stroke is long and horizontal, thinner, and the distance between the first and second strokes is equal. (4) The entire font is roughly trapezoidal.
From left to right: How to write "Chuan, Lin" (1) State the stroke order; (2) Summarize the stroke order rules of "from left to right"; (3) State the position of each stroke; (4) Each stroke The differences; (5) The rough circle presented by these two characters, these can be discussed in two groups and conclusions drawn. For the hard pen part, be familiar with the rules of stroke order and emphasize that the starting and closing movements of the pen are slightly larger.
4. Consolidation practice: After completing the homework for Lesson 12, accompanied by more relaxed music, the teacher inspected the lines and corrected the mistakes in the students' writing.
5. Summary: Show students’ work, give praise, and call on students to practice more after class.
Reference lesson plan
Topic: Lesson 13 Stroke Order Rules (3)
Lesson: 1 lesson
Teaching purpose: to inspire students Interest in writing; learning stroke order rules (3): Cultivate students' good study habits from the outside to the inside.
Teaching important and difficult points: stroke order rules (3): from the outside to the inside, master the thickness of the strokes.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Take a few minutes to tell a short story about a calligrapher who studied hard.
3. Teach new courses. The teacher writes on the blackboard: Lesson 13: Stroke Order Rules (3), and shows the flipchart "Sentences, Uses". Students are asked to observe and, under the guidance of the teacher, summarize the stroke order rules of these two words. At this time, the teacher writes on the blackboard "From the outside." Come inside". Analysis of the character "Ju, Yong": The first stroke of "Ju" is short and straight, strong, and the second stroke is horizontally folded, and the folded hook is slightly slanted to the left. These two strokes are written first, and they form two sides for the mouth. surrounded. Then write "口", which is in the upper left center of the lower left and lower right boxes. The character "Ju" is roughly triangular in shape. The first vertical stroke of the word "Yong" and the vertical stroke of the second horizontal fold hook pass through half of the left and right parts of the horizontal center line respectively, forming a three-sided surround for the " " inside "Yong". The distance between the third and fourth strokes and the horizontal part of the second stroke are equal, and the fifth stroke is on the vertical center line. The character "Yong" is roughly rectangular (see textbook). The teacher can also ask students to name other characters whose stroke order is from outside to inside, such as "wind, phoenix", etc. At the same time, ask students to tell the thickness of the strokes of this character and pay special attention when writing. For the four characters in the hard pen part, in addition to reviewing the stroke order, the teacher can also ask students to pay attention to their position in the field grid when writing, so that the shapes of the characters will be similar.
4. Consolidation practice: Complete the homework of Lesson 13, accompany music while students write, and the teacher inspects the lines to correct students' mistakes in writing (there are many problems with writing and sitting posture, Correction is also a long-term task, I hope the teacher will not be afraid of trouble).
5. Summary: Show students’ homework, give praise, and encourage students to practice after class.
Reference lesson plan
Topic: Lesson 14 Stroke Order Rules (4)
Lesson: 1 lesson
Teaching purpose: to inspire students Interest in writing; learning stroke order rules (4): from the inside to the outside; cultivating students' good study habits.
Teaching important and difficult points: stroke order rules (4): from the inside to the outside. The writing method of vertical folding and walking.
Teaching aid preparation: writing utensils, wall charts, square cards, etc.
Teaching process:
1. Organize teaching and stabilize emotions.
2. Praise the students in the class who write seriously and make great progress, especially those who use their spare time to practice more, and call on students to study.
3. Teach new courses. The teacher showed the flipchart and asked the students to tell the stroke order of "unlucky and lucky", and guided the students to summarize "from the inside to the outside". (Students may not be able to summarize it. Please don’t worry. The teacher can prepare inspiring questions such as: Students, which strokes should be written first and which strokes should be written last? Who can tell where to write the word "fierce"? Where are you going? ) The teacher writes on the blackboard: Lesson 14: Rules of Stroke Order (4): From the inside to the outside. The teacher and classmates analyzed the writing methods of "fierce", "harmony" and "luck" in detail.
Fan character "fierce": First write the first short stroke and the second long stroke. The two strokes cross over the center of the rice grid. Make sure the position is correct and should not be too large. The third stroke is a vertical fold and the fourth stroke is a vertical handle. " " is wrapped up to form a three-sided surround (the students should be reminded of the writing method of the third vertical fold), and this character is in the shape of " " (see the textbook). Although the word "luck" in fan is more difficult, we can let the students talk about it based on the analysis of the word "fierce". This character has seven strokes. The first to fourth strokes form the "cloud", which occupies the center of the rice grid. It should be small and tightened so that the "cloud" can be surrounded by these strokes. , the teacher can demonstrate and remind students). This character is in the shape of a circle (see textbook). The teacher can ask students to talk about the other characters in the stroke order from inside to outside (mountain, far, da, ting, yan, etc.), so that students can use their brains more. The hard-writing part also has characters with the strokes flowing from the inside to the outside. The teacher emphasized it a little and asked to see who could write like it.
4. Consolidation exercises:
5. After completing the assignment of Lesson 14, students are accompanied by music when writing. The teacher inspects the lines, corrects the mistakes in the students' writing, and finds that the writing is not correct. Good classmates.
6. Summary: Show the homework and give praise. If there are any class-wide mistakes, correct them.
Reference lesson plan
Topic: Lesson 15 Stroke Order Rules (V)
Lesson: 1 lesson
Teaching purpose: to inspire students Interest in learning to write; learn the rules of stroke order (5): first the inside and then the seal, first the middle and then both sides; cultivate students' good study habits. Important and difficult points in teaching: stroke order rules (5): first the inside and then the seal, first the middle and then the two sides; vertical hooks and strokes should still be prompted. Preparation of teaching aids: writing utensils, wall charts, square cards, etc. Teaching process: 1. Organize teaching and stabilize emotions. 2. Take a few minutes to tell a short story about a calligrapher who studied hard. 3. Teach new courses. The teacher showed the flipchart and asked the students to look at the picture and tell the stroke order of the character "天" in Fan. Under the guidance of the teacher, they summarized the rules of the stroke order; first inside, then seal. The teacher writes on the blackboard: Lesson 15 Stroke Order Rules (5): Inside first, then seal. The teacher and classmates summarized the specific writing method of the character "天" in Fan: (1) Write the first and second strokes first, then the third and fourth strokes, and finally seal the seal with the fifth stroke. People often refer to this stroke order as "the first person enters, then the door closes" . (2) The white space in the word "田" is relatively uniform (that is, the white space is uniform, this term is not mentioned). (3) This character is in the shape of a trapezoid (students have not learned trapezoids, so they can say it is a square, and the lower part can be slightly smaller). (4) Ask students to name a few characters with the stroke order of "first inside and then seal" (日, 目, 国, etc.). The teacher shows the character "water" on the wall chart and asks the students to look at it and tell the stroke order. Under the guidance of the teacher, they summarize "first the middle and then both sides", and then the teacher writes on the blackboard (behind the topic "first the inside and then the seal") first the middle and then both sides. . The teacher and classmates analyze the word "water" together: (1) First write the first vertical stroke in the middle, then the second horizontal stroke on the left, and finally write the third short stroke and the fourth stroke. The teacher reminds me how to write the vertical hook and the backbone. The vertical hook is on the vertical center line, the stroke is short, the stroke is long, and the third short stroke should be straight. (2) This character has a "round" shape when viewed as a whole (see textbook). The hard pen part emphasizes: written characters and character avatars. 4. Consolidation practice: After completing the homework of Lesson 15, students play some relaxing music while writing, and the teacher inspects the lines to correct students' writing problems. 5. Summary: Show the homework, give praise, and call on students to practice more calligraphy during the holidays. At the end of this semester's course, teachers can take time to organize a homework exhibition, which can stimulate students' interest in learning to write.