Question 2: How to teach primary school students calligraphy (mainly calligraphy), what to teach and how to teach it? You buy some soft-pen calligraphy books (copybooks) with some steps to teach calligraphy, or start with the pen-holding sitting method and the pen-closing method. Just start with "one" and start with the hook. This is the basic skill of learning calligraphy. Should be easy to understand. Leave some copying homework after class and do some analysis according to the problems in the children's homework. As long as you teach a few classes, you will gradually enter the state. It is not difficult to tell some calligraphers' stories to children (online). Wang Xizhi, Sun, Yan Zhenqing, Huang Tingjian, Mi Fei and Cao Quan are my favorite calligraphers and girls I often copy. You can also learn from Ou Yangxun's calligraphy (your own opinion).
Question 3: What regular scripts are there in primary school students' calligraphy teaching?
Question 4: What are the similarities and differences between "calligraphy education in primary and secondary schools" and "writing teaching in primary and secondary schools"? On the surface, calligraphy education in primary and secondary schools seems to be the same as that in primary and secondary schools, but the content is different.
Calligraphy education in primary and secondary schools refers to a wide range, which essentially includes the basic content of writing teaching and the enlightenment of calligraphy thought.
Writing teaching in primary and secondary schools is a course. It can be a soft pen (brush) or a hard pen (pen, pencil).
Question 5: How to educate students in primary school calligraphy teaching varies from person to person. First of all, we should lay a good foundation, practice from the basic strokes, and then copy the model words. Practice is the only way; Evaluation is crucial.
Affirm and encourage students' success and improve their self-confidence; For failure, help students analyze the reasons and motivate them in time. The requirements for small achievers should be stricter.
Question 6: How to make primary school students like calligraphy class? First of all, it is everyone's wish to have a correct understanding from the perspective of psychology and strengthen scientific guidance in order to write a good hand. But many parents always say that their children's handwriting is ugly. In the process of tutoring children to write, I found that some children's handwriting strokes are crooked, the spacing is improper, the font sizes are different, the arrangement is irregular, and the appearance is ugly. Parents are worried about this, often complaining that their children are careless in writing, and some even sharply reprimand and abuse, which can be described as a combination of fists and feet. Many teachers often give criticism. Parents' feelings are understandable, but it must be pointed out that children's writing disorder is by no means a simple problem of learning attitude, and rude * * * is not acceptable. Children like this have already had the results of psychological research. They are called "dysgraphia" children. It seems that solving this problem depends on scientific methods. So, how is the child's writing disorder formed? According to a lot of data, I know that the root cause of children's writing difficulties is "sensory integration disorder". In other words, the overall coordination function of various senses can't be coordinated with each other, so it can't function normally, which leads to poor writing effect. Writing Chinese characters is a delicate movement with multiple senses cooperating with each other. Hand-eyes must be coordinated, and the coordinated movement of hand-eyes is dominated by the brain. Children have dyslexia because their brain functions have not been developed and they can't manipulate their hands with their senses. As a result, hand-eye disharmony appears when writing, which has little to do with "attitude" and does not blame children. Fortunately, psychological research also shows that sensory integration disorder can be corrected. Here are some commonly used methods in psychology. Method 1: Train the sense integration ability in colorful activities and games. Primary school 1 to grade 2 is the best period for this kind of training. Specific methods, such as directional crawling, walking on the balance beam, skipping rope, patting the ball, pressing plasticine, screwing the bottle cap, connecting at fixed points, painting red, etc. It is to let the children's various senses have various experiences at the same time and get training at the same time. As long as you stick to it, you will find that your child's calligraphy level will improve unconsciously. In the case that children's hands and eyes are not in harmony, there is no need to rush to strengthen calligraphy training, otherwise children will subjectively dislike calligraphy and have a negative impact on future practice. Two, China calligraphy training must pay attention to the actual situation of children, do what you can. Children with dyslexia have poor pen control ability. When they begin to learn basic stippling, they must be taught by hand and "help them walk", which requires appropriate and diverse forms and encourages children at every step. At the same time, these children often have attention deficit, so each training time should not be too long. We should cultivate their interest and arouse their initiative and enthusiasm in learning. When the feeling and information of correct writing are repeatedly input into the brain, this feeling and experience will be stored in the brain, and the writing obstacle will be eliminated. As long as the guidance is correct, the path is correct and the steps are steady, this Japanese goal can be achieved completely. Third, the training of "combining hard and soft" is also a good prescription. "Soft" refers to writing tools with soft texture such as brush. "Hard" refers to hard writing tools such as pencils and pens. Combining hard and soft means practicing writing with a brush and a pen at the same time. This two-pronged approach has multiplier effect. Secondly, starting from the actual characteristics of children, strengthening the efficiency of guidance Many people think that learning calligraphy means practicing more. Indeed, more practice is the only way to succeed. But when teaching students to practice calligraphy, they should "think twice before you act". That is to say, we should use our brains more and think about what rules can be followed to improve the efficiency of children's practice. First, stroke simplification. There are more than a dozen strokes in calligraphy, which are easily confused by primary school students. So I classify them into horizontal, vertical and double strokes. Horizontal strokes include horizontal lines, strokes and dots. Vertical strokes include vertical strokes, left strokes and right strokes. Compound strokes include various folds and hooks. The rest of the strokes are consolidated by repeated practice and understood by analogy according to the strokes that children have learned. Second, structural generalization. There are many traditional calligraphy structures. There are as many as 92 kinds of ancient posts in the Tang Dynasty. It is not convenient for children to remember. After the combination, I summarized them into four words: stability, unity, change and self. Stability: refers to the stability of center of gravity; Uniform: refers to uniform white cloth; Change: refers to striving for change and not sticking to the rules; Ego: It means that every word should be natural and not artificial. With this "four-character formula", we can achieve the effect of "changing with the same". Third, practice fun ... >>
Question 7: What do you need to say in the first class of teaching third-grade children calligraphy? Children should first increase their interest in class, make them want to learn, and then slowly integrate calligraphy works and knowledge before teaching. How to extract their interests depends on your communication skills.
Question 8: How to improve the teaching effect of calligraphy in primary schools? The key to calligraphy teaching is the teacher. The level of teachers determines the quality of teaching. Only high-quality and high-level calligraphy teachers can cultivate calligraphy talents with high knowledge and strong skills. A calligraphy teacher is not qualified by anyone who can write a few words. A qualified calligraphy teacher should have the ability of copying, theoretical analysis and teaching skills. Schools should inspect, supervise and train calligraphy teachers to improve their level in these areas.
Calligraphy teachers should have writing ability, theoretical ability and teaching ability, which can be achieved through long-term study. Conditional schools should appropriately send calligraphy teachers to professional colleges for further training. At the same time, depending on the particularity of calligraphy discipline, in addition to teaching achievements and papers, calligraphy works and exhibitions at or above the municipal level will be rewarded as scientific research achievements.
Question 9: Teaching plan of brush calligraphy in primary school Writing teaching plan for the preparation course of brush calligraphy teaching in the third grade: 1. Know the types of brushes and how to choose them. 2. Know how to use pen and ink. 3. Master the correct writing method and sitting posture. 4. Stimulate the interest in learning Chinese calligraphy. Teaching emphasis and difficulty: correct writing method and sitting posture. Teaching tools: writing brush and ink. Teaching process: 1. Stimulate the interest of brush calligraphy teaching 1. Do you know what ancient people wrote? Carve it on the Oracle Bone Inscriptions with sharp tools, write it on the sand with branches, and write it on the cloth with a brush. Show me the brush, which is a unique category in China. The manufacturing history of brushes is very long. The earliest brushes were produced about two thousand years ago. Second, introduce the basic knowledge of brush 1, the type of brush (1) hard paste pen: good elasticity. (2) ointment pen: soft, not as elastic as hard pen. (3) Double-stranded brush: moderate elasticity. 2. Select the standard (1) conical circle of the brush; (2) pen tip; (3) elastic; (4) the pen root is firm; (5) The pen holder is straight. 3. Method of using a pen (1) Before using a pen, soak the pen in warm water or tap water for three to five minutes, and let the brush hair open. (2) When dipping in ink, dip in ink along the pen tip, and don't dip in the pen root. (3) After writing, wash the pen with clear water. 4. How to use the ink (1) You can't add raw water to the ink in the bottle, so as not to stink. (2) The ink used for writing should not be too thick. Third, explain the basic writing method 1, hold the pen with the teacher: virtual palm, real finger, flat wrist. Explain how to write with five fingers. 2, explain the sitting posture: shoulders flat, feet flat, straight body. 3. Students sit together and write. The teacher patrolled to correct incorrect posture. Fourthly, it is concluded that calligraphy can not only express ideas, but also be beautiful and an art for people to appreciate. Practicing calligraphy can cultivate our sentiment and calm us down, so many people like to learn calligraphy. Let's walk into the world of calligraphy and learn to write Chinese calligraphy, shall we? The teaching content of the first lesson: horizontal folding and vertical folding. Teaching objective: 1. Understand the morphological characteristics of horizontal folding and vertical folding. 2. Master the methods and steps of horizontal folding and vertical folding. 3. Imitate the example sentences in the text according to the stroke writing method of these two words. Teaching emphasis: the writing method of horizontal folding and vertical folding. Teaching difficulties: describe three examples of combining horizontal folding and vertical folding. Preparation of teaching AIDS: model figures, wall charts and tape recorders. Teaching steps: 1. Organize teaching: relax music, stabilize students' mood and check students' learning tools. Second, introduce the new lesson: 1, and review the writing of horizontal and vertical paintings. Then, I showed the model wall chart of the text, so that students can understand the strokes of the model, which have been learned and which have not been learned. 2. Introduce new courses. Third, teach a new lesson: 1, blackboard writing: horizontal folding, vertical folding. 2. Show the horizontal and vertical strokes, let the students observe the morphological characteristics of the strokes, summarize the characteristics, and read them together. 3. Show the wall chart of horizontal and vertical strokes to guide students to analyze the writing order of strokes. 4. The teacher explained how to write the demonstration strokes. 5. Organize students to practice the horizontal and vertical strokes, and the teacher will patrol and guide them. 6. Organize students to observe the example words in the text and guide the analysis of their combination rules. 7. The teacher should write examples. 8. Students sketch and write, and teachers patrol for guidance. 9. Show some representative works for students to comment on. 10, organize a student calligraphy competition. Each group chooses three students who write the best, each student only writes one word, and the teacher evaluates the "calligraphy champion". Fourth, class summary: 1, calling on other students to learn from the "calligraphy champion". 2. In the future study, I hope students can carefully observe the structure of each word and write the words correctly. Lesson 2 Vertical Hook and Hook Teaching Content: Vertical Hook and Hook. Teaching objective: 1. Understand the morphological characteristics of vertical hook and curved hook. 2. Master the writing of vertical hook and curved hook. 3. Imitate the example sentences in the text according to the stroke writing method of these two words. Teaching emphasis: the writing of vertical hook and curved hook. Teaching difficulties: describe three examples of combining vertical hook with curved hook. Preparation of teaching AIDS: model figures, wall charts and tape recorders. Teaching steps: 1. Organize teaching; 2. Introduce a new lesson: (Show the wall chart) Draw two kinds of strokes: vertical hook and curved hook, let the students compare their similarities and differences, and then introduce a new lesson. Third, teach a new lesson: (1), blackboard writing topic: vertical hook and curved hook (2), organize students to observe the morphological characteristics of vertical hook and curved hook strokes, teachers summarize and blackboard writing, and students read the morphological characteristics of strokes together. (3) Guide students to analyze the writing order of strokes. (4) Students read the writing method of strokes together, and teachers demonstrate. (5) Organize students to practice the straight hook and the hook ... >>