Inadvertently, a meaningful activity ended. You must have learned a lot of new knowledge, so you need to write a summary of your activities carefully. What should be the summary of the activities you have seen? The following is a summary of the hard pen calligraphy group activities I collected for you. Welcome to share.
Summary of Hard Pen Calligraphy Interest Group Activities 1 This semester's hard pen calligraphy interest group activities are based on cultivating students' basic writing ability and good writing habits. Through one semester's efforts, students' writing ability and writing habits have been improved to some extent. Now sum up the activities this semester.
First, on the basis of basic strokes, improve students' understanding of the frame structure of words.
The members of this semester are students from grade three to grade six. A few members have a good foundation in calligraphy and are relatively mature in learning basic strokes. Most members are not familiar with basic strokes. Therefore, this semester, on the basis of focusing on training basic strokes, we also developed the frame structure for students to learn Chinese characters. As before, the courseware of Li Fangming Hard Pen Calligraphy Course will be played in every class, so that students can master the writing skills of every word and stroke while watching Li Fangming write. Try to let students analyze the structural characteristics and writing points of each word in class, and I will make appropriate supplements to help students discover the writing rules of words and help them write similar words. Pay attention to methods when writing, and ask students to compare their own words with examples, find out their own shortcomings and advantages, and improve their own shortcomings.
Second, pay attention to clinic and improve students' independent writing ability.
Today's study is for independent study tomorrow. Students should learn to read copybooks and practice a word when studying. Be sure to teach yourself in the future, and copybooks will become good teachers for calligraphy study in the future. Therefore, it is very important to cultivate students' posting ability at this stage. This semester focuses on cultivating students' pasting ability. Every week or two, I ask students to write 1-2 words on the pen copybook. After finishing the homework, they will make comments and ask the students to tell you where your handwriting is similar to that on the copybook and what is not good. Then the teacher will make comments and make supplementary teaching. Make students understand the methods and skills of posting, so that they can learn independently in the future.
Third, pay attention to practical application.
In order to improve students' calligraphy application ability, students were organized to hold a calligraphy writing competition this semester. In teaching, we should teach students the methods, ways and skills of writing hard-pen calligraphy works, practice more at ordinary times, and ask students to talk about how to write hard-pen calligraphy works well in their studies. After several practical exercises, students are organized to evaluate calligraphy writing in order to improve their ability to use calligraphy. Because of the time, there are only 24 activities this semester, so a lot of learning content has not been completed. In next semester's activities, we will continue to strengthen students' analysis and application of word structure, and further strengthen posting practice.
Summary of Hard Pen Calligraphy Group Activities 2 According to the activity plan made at the beginning of the semester and the shortcomings of interest group activities last semester, the hard pen interest group activities this semester mainly focus on cultivating students' basic writing ability and good writing habit education. Through one semester's efforts, students' independent writing ability and writing habits have been improved to some extent. Now sum up the activities this semester.
First, pay attention to the training of basic skills-basic frame structure.
Last semester our group focused on training students' basic strokes. Through last semester's training, students have a certain understanding of the writing methods and skills of basic strokes. Students have basically mastered the writing essentials of basic strokes. So this semester, on the basis of consolidating the basic strokes, we will focus on teaching students the basic bookshelf structure. As we all know, a word is like a person, and all parts are harmoniously combined. The position and size of each part of a word and the grasp of the center of gravity of a word all play a vital role in the structure of the word. This semester, our group takes radicals as the carrier, starts with the most basic words, and has a simple left-right and up-and-down structure, and sends out a standard exercise paper in each class. First, teachers and students analyze the writing characteristics and precautions of each structure and each radical, then all students discuss it together, find out what needs attention and check it on the spot. Then the students practice. In practice, the teacher gives on-site guidance. Communicate with the whole class after practice, find out the same mistakes and make improvements. Through these methods, students' good habit of thinking while writing is cultivated, and at the same time, students' bold, independent and active study habits are cultivated.
Second, pay attention to practice methods, with description and presence as the breakthrough.
Learning calligraphy should start with description and temporary writing, which is especially important for beginners. Therefore, this semester, I provided students with a standard exercise paper, with both descriptions and words. In the description, with the help of the existing Chinese character frame structure, students can have a deeper understanding of the frame structure of a word in the process of description, so as to deepen their understanding of the structural arrangement of Chinese characters with the help of description. Through the description of a Chinese character, and then let them write independently, it is not only the reproduction of example words, but also their own understanding and deepening of the structure of words. Through the combination of description and presentation, let students write Chinese characters with purpose and confidence. Facts show that compared with before, students have made some progress in understanding and writing Chinese characters in this way.
Third, the calligraphy study group-the position for students to grow up
Members of an interest group cannot all be "good boys". Many students are lazy, tired of learning calligraphy, and don't listen carefully and practice seriously in class. Because of the existence of these students, the students around him will also be affected to a certain extent. In order to make these students study consciously and actively like other good students, I chose some students with good handwriting and strong consciousness as team leaders. They are required to supervise, help and promote each other in their usual study, practice and discussion. With the supervision and help of others, those students who are usually lazy and don't study hard are naturally influenced by others. When they are lazy or not serious, the players next to them will remind him in time. Once or twice, he will get used to it and slowly change his bad habits. After the end of a semester's activities, we are left with more time to think about our own shortcomings and what we need to improve and improve in future activities. Compared with last semester, this semester has greatly improved the learning attitude. special
Some students who are not serious and careless at ordinary times have done a lot better this semester. But there are still some students who are not very stable. For example, many students suggest that studying here is of course good for them, but other students can do their homework, which we can't do in these two courses at all, which is unfair. Of course, students' ideas are superficial, but they are still worth pondering. Students' understanding of the structure of Chinese character frame has also improved to a certain extent, especially the "Imitation and Pro-Dafa" this semester is of great help to students. However, after all, at the beginning, it is still necessary to further strengthen the guidance of students' painting and presentation methods.
Summary of Hard Pen Calligraphy Group Activities 3 I have taught calligraphy in Class Two for six years this semester. One semester's hard-pen calligraphy teaching is over. Looking back on a semester's work, I make the following summary:
First, teachers.
1, as a tutor of hard pen calligraphy, take every tutorial seriously. Prepare lessons before class, and never attend an unprepared class. Pay attention to the guidance of learning methods in teaching, and combine theory with practice. After the teacher gives the demonstration words, ask the students to observe carefully and find out the advantages and disadvantages. It is best for teachers and students to write words together. In this process, students feel the trust of their teachers, so their appreciation ability will be improved in the evaluation. At the same time, the interest in learning calligraphy will be stronger. It is because of the teacher's respect that they learn independently. In class, students will evaluate each other after completing their own works, so that students can improve themselves by learning from each other. When evaluating students, teachers give targeted evaluations according to the different learning levels of different students, so that every child can be improved to varying degrees.
2. Pay attention to stage summary and review. Every time I finish learning a basic stroke, I will let the students have a small review and demonstration, so that the students can improve step by step in the continuous summary training.
Second, the students.
After a semester's study, students' enthusiasm for learning calligraphy has improved, and they are happy to learn, so the learning effect will naturally be good. In class, they can make steady progress in both basic sitting posture and basic strokes. Generally speaking, in the whole semester, several students wrote the best calligraphy, such as Ke Ruiqing, Zeng, Zhou Hongyi, Yan Defu and so on. Their calligraphy is good from basic strokes to bookshelf structure. In the whole semester, hard-pen calligraphy has made great progress: He Fuping, Zhang and other students have greatly improved their level because of their own efforts. Of course, there are Fu and Xiao Qinglong whose calligraphy level is always low. Some practice calligraphy for a short time, some are not interested in calligraphy, and some are caused by not attending classes. Throughout this semester, the calligraphy level of the whole class should be steadily rising.
Third, shortcomings
Due to my limited level, there is a phenomenon that the guidance is not in place, which leads to no obvious improvement in the calligraphy level of individual students. In the future teaching, I will humbly ask experienced teachers to improve my teaching level, and at the same time constantly increase my theoretical literacy to enrich and improve myself to meet the needs of students.
As for the students, those who participated personally and those who didn't study hard without any special skills.
Students, their enthusiasm for learning calligraphy is not high, which leads to poor learning quality. In the future teaching, we should try our best to stimulate their enthusiasm for learning and fundamentally change this situation.
In short, a semester of education and teaching, there are achievements and shortcomings, so I will foster strengths and avoid weaknesses, so that the future hard-pen calligraphy teaching will reach a new level.
Summary of Hard Pen Calligraphy Group Activities 4 In order to cultivate students' writing level, develop students' personality characteristics, edify students with China traditional art, and cultivate students' understanding and love for art, the school specially organizes two hard pen calligraphy club activity classes every week. This club activity is mainly to correct students' incorrect pen holding methods and writing postures, cultivate their interest in writing, make them develop good writing habits, master certain writing skills, and actively think about the cross-connection of words.
First, from the basic stroke practice, lay a good foundation for Chinese character writing.
Writing basic strokes well is the basic premise of Chinese character writing. However, it is often found that students don't like to write basic strokes. There are two reasons: first, some students think they can write basic strokes, so they don't pay much attention to the writing of basic strokes, but often their basic strokes are not standardized and influenced by their usual homework writing, so they write their own strokes; Second, writing basic strokes is boring, and students lose patience in writing. In view of the above two situations, I first let students realize the importance of writing basic strokes ideologically. In the initial exercise correction, I didn't focus on the rationality of their word structure, but mainly pointed out the irregularities of strokes, and paid attention to analyzing the success or failure of writing a word from the aspect of strokes when explaining. Over time, students began to realize that improper writing of a stroke would affect the overall image of the whole word, and gradually changed their views on basic strokes. Secondly, because students are not interested in simply practicing basic strokes, I use different ways to teach students basic strokes with image teaching method, so that students can realize that practicing basic strokes also has its fun. Finally, let the students practice some Chinese characters related to these basic strokes at the same time. Practise strokes and Chinese characters together, not only practicing strokes and Chinese characters, but also improving students' interest. So far, except for a few students, the rest of the students have mastered the basic strokes very well.
Second, starting with the understanding of the structure of Chinese characters, cultivate students' habit of thinking diligently.
Writing Chinese characters is not a simple repetition, but a need to draw inferences from others. Students can write their practiced Chinese characters beautifully, but there are always problems when they encounter Chinese characters that have not been practiced, mainly in the arrangement of bookshelf structure. In order to make students write all the commonly used 3000 Chinese characters beautifully, we can't practice all the 3000 Chinese characters. Here, students need the ability to compare and analyze words of the same kind and structure. In teaching, I first give students a table of Chinese characters' physical structure types, so that students can know so many Chinese characters. To sum up, there are only five types of shelf structures, including thirteen structural forms. Students are very interested in this type list, so I will try my best to give students some words, so that they can find out which type they belong to and what should be paid attention to in the structural arrangement of this type of words. In this way, students initially learned how to distinguish the structural types of each word. Secondly, in the process of arranging exercises, I refine the typical Chinese characters in each type to practice according to the structural types from shallow to deep and step by step. After practice, ask the students to list the words with the same structure. In this way, students not only understand this structural type of words, but also cultivate students' thinking ability of comparative analysis, so as to draw inferences from others in future writing. Finally, self-evaluation and mutual evaluation are combined. If you learn to analyze the structure of Chinese characters, you must learn to understand the Chinese characters you write correctly. Teachers usually help correct and coach exercises. If there is no teacher around, how can you tell if your handwriting is appropriate? Then we can only cultivate students' self-evaluation ability. Therefore, in teaching, I provide opportunities. Every time I practice for a certain time, I ask the students to say, which of these Chinese characters do you think is better and why? Which word is not good? Why not? In this way, students can make some good and bad suggestions on their own calligraphy, which is the beginning of students' progress. With this ability, we began to ask students to make good and bad suggestions on other people's words, enhance students' ability to analyze and compare the structure of Chinese characters, and lay the foundation for students' autonomous learning.
Thirdly, based on the creation of calligraphy works, cultivate students' ability to appreciate calligraphy.
As stated in the activity objective, the purpose of carrying out calligraphy club activities is to cultivate students' writing level, cultivate students with China traditional art, and cultivate students' understanding of art and appreciation of calligraphy. The cultivation of calligraphy appreciation ability is actually a long-term process, which requires teachers to gradually integrate into teaching. In normal times, the teaching of basic strokes and frame structure of Chinese characters is actually a part of calligraphy appreciation, but these are partial appreciation, and calligraphy works are most suitable for overall appreciation. At the end of each semester, I will organize students to teach calligraphy works. This semester is no exception. Near the end of the semester, I organized students to prepare calligraphy works. First, let the students choose the materials. Ask students to find ancient poems, famous sayings and excellent article fragments, and choose whatever they like. The number of words is about 40- 100. Students are highly motivated because they are allowed to choose by themselves. Second, start practicing. Practice selectively for the words I choose, especially for the words I don't often write. Of course, I still have to help them correct, and correct them appropriately. Third, choose the style of the work. I downloaded a large number of patterns of calligraphy works from the Internet for students to choose from. I finally started writing. After finishing my own works, I organized a "small appreciation meeting of our calligraphy works" to let students appreciate their own works and talk about their views on other people's works according to the actual situation, so as to cultivate students' calligraphy appreciation ability. In the whole process, students' enthusiasm is very high because they are given a lot of free space and respect their individuality. This process also cultivates students' ability all the time.
The activities at the end of the semester also exposed some problems, mainly as follows.
1, the reserve force is insufficient. This problem has existed since last year. At the beginning of each academic year, all the students who sign up for the Hard Pen Calligraphy Club are old students, that is to say, they are basically students in grades three to four. Not in the first or second grade. If this continues, there may be a "broken file" in the middle. For example, this year, the lowest is the third grade, with only 2-3 students, and there is no first grade and second grade. I hope I can send my students to Grade One and Grade Two.
2. Students' participation in club activities is unstable. At the beginning of registration, the number of our club members reached 25, but in later activities, the number of participants was basically around 15. The rest of the classmates will come in twos and threes, but will they come for a while? After understanding, I found that there was indeed a problem. Mainly: First, it coincides with the main course. Some classes are actually English classes. They can only take English classes and can't participate in club activities. Second, it coincides with soft pen calligraphy. At the beginning of the semester, the hard pen is 12 from noon to the first class, and the soft pen is from the second class to the third class. There are several students who take part in both hard pen and soft pen, just right. However, after the time adjustment, the soft pen was changed to the first class and the second class, so that after overlapping with us, some students participated in the soft pen, hoping that students could adjust it. Third, the arrangement of each class on Tuesday afternoon is unreasonable. Many classes require students to do their homework, which leads some students to do their homework in the classroom instead of doing activities.
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