Teaching plan 1 teaching goal of the first volume of information technology in the eighth grade of People's Education Press;
Knowledge goal:
Make students understand the concepts of guiding animation and guiding layer.
Students master the use of FLASH boot layer through learning.
Master the basic methods of making guiding animation.
Ability goal:
Cultivate students' ability to analyze, solve and explore problems.
Cultivate students' ability of autonomous learning and cooperative learning.
Emotional goals:
Through students' appreciation of excellent works, students are educated in ideology and morality.
Teaching focus:
Students flexibly use the guiding layer to make guiding animation.
Teaching difficulties:
Controls the center point of the moving object when adding a guide layer to the animation.
Teaching methods:
Explaining, demonstration, task-driven and emotional motivation.
Teaching environment:
Multimedia network room
Teaching process:
First, create problem situations and put forward tasks.
1, the teacher asked about old knowledge.
2, students begin, making mobile phone animation, consolidating old knowledge. (Operation Tip: Create any graphic component).
Teacher: What are the characteristics of your animation? How do you want it to move?
3, animation appreciation, leading to problems.
The teacher asked: Which of the two maple leaf animations can better reflect the truth of fallen leaves? Why?
4. The teacher nudged and led to the topic.
Teacher's summary: It is not difficult to find that the leaves on the left move in a straight line from the starting position to the ending position, which students can complete, while the leaves on the right move along a specific path (route). Then in FLASH, there is a special layer called the boot layer. Using the guide layer, you can specify the motion path for moving objects in the layer. This kind of animation that makes the object move along the path specified by the guiding layer is the guiding animation. In this lesson, we will take autumn leaves falling as an example to learn the basic methods of making guiding animation. (blackboard title: guiding animation)
Second, (1) multimedia network demonstration to impart new knowledge.
Teachers use the multimedia network classroom to explain the basic steps of making guiding animation.
Students summarize the basic steps to guide animation production.
Teacher-student interaction, clear task: making arbitrary patterns of guiding animation.
(2) Explore problems and perform tasks.
At this time, students should be given sufficient thinking space and operation time, so that students can help each other in the group to further understand and clarify the idea of making guiding animation and complete the production of guiding animation.
(If you have any questions, communicate with the students in the group in time to find a solution. If you can't solve them, ask the teacher for advice.)
⑶ Explore, consolidate and summarize.
Teacher: What problems did you encounter during the operation?
Health: Ask questions.
Teacher: Have you ever encountered the same problem? How is it solved? Can you teach your skills to everyone?
Health: demonstrate the problems in operation and seek solutions. It's not something that teachers can solve.
Third, feedback evaluation, expand innovation.
(1) Presentation, evaluation and communication of achievements.
Please invite 2-4 students to demonstrate their works on stage, and let's evaluate and communicate together. Finally, the teacher gave an encouraging evaluation and affirmation.
⑵ Actively guide and expand thinking.
Please make guiding animations with background, such as leaves falling from trees, butterflies flying among flowers, fish swimming in the sea and so on.
Fourth, the teaching summary
1. Students sum up what they have learned in this lesson.
2. The teacher raised hopes.
The second teaching goal of the first volume of information technology in the eighth grade of People's Education Press, "Guiding Animation"
1, knowledge:
(1) Learn to create a movie clip component.
(2) Understand the function of the guide layer, master the addition of the guide layer and the setting of the guide line, master the characteristics of the guide line, and learn to use the guide layer to realize the animation moving along the track.
(3) Learn to use the library.
2, skills and ideological education:
(1) Master the application of guiding layer in animation production.
(2) Cultivate students' ability of autonomous learning and inquiry learning.
Teaching emphasis: the method of making animation on the guiding layer
Teaching difficulties: the principle and characteristics of the guiding layer
Teaching methods:
Comparative method, demonstration method, task-driven method, group cooperation method, autonomous learning and inquiry method.
Teaching tools:
Network electronic classroom
teaching process
First, import
Brain turn: Models perform on the stage. What do they say when they walk? Walk in a straight line
Zhao Benshan, a famous comedian in China, said: Whether a cat can walk in a straight line depends on a mouse. . Here? Rats? Is it a guide cat for walking routes? Is there any way for the guided object to make the animation obey our command and move its favorite flash according to our wishes?
Objective: To set suspense and lead to questions. Stimulate students' interest in learning through Zhao's humor and the games that students are most interested in. It is not difficult for students to find that all moving objects move along a straight line in tween animation, and whether they can move along a specific path (route) is a problem to be solved in this lesson, thus introducing the guiding layer animation in this lesson.
Second, new funding.
1, showing goals, task-driven.
Show? Greedy bug? Animation, and put forward the task: to make moving objects move along the path, it is necessary to increase the guiding layer, which is also the content we want to study today.
2, the role of the guidance layer, analysis of teaching examples? Greedy bug? animation
A, let students observe, analyze and think about the role of the guiding layer in animation design (the role of the guiding layer: guiding an object to move from one position to another along this path).
This paper analyzes the relationship between the guiding layer and the guided layer, and emphasizes the role of the guiding layer and the guided layer in animation design.
C, adding a guide layer to the tween animation:
First, add a common layer, then convert it into a boot layer, and then convert other layers into boot layers.
Add the guiding layer directly on the guided layer.
Add a boot layer by inserting a menu.
D, applying an adsorption function to place the guided object at the starting point and the end point of the path.
3, the characteristics of the guide layer:
A, the path we built can't be seen in the output movie (the content of the guidance layer is hidden in the output movie). If we need curve (path) display, let's think about what we can do. The first feature of the startup layer is that the objects in the startup layer will not be displayed in the animation.
Students make the animation of the guiding layer: greedy insects, teachers patrol and guide. Students are required to demonstrate the specific operation process again after the production of the works, so as to further strengthen students' basic creative thinking on the animation of the guiding layer, make it profound and prepare for the next step.
B, if the object moves along a specific path, you need to find the starting and ending positions. Can you find the starting point of this closed curve we are giving now? And please explain why. It is impossible to find the starting point and the ending point on the closed curve, so can we use the visual difference of human eyes to do some processing on this closed curve? For example (bees work around flowers? 8? The second feature of the animation of the guide layer is that if the starting position and ending position of the tween are in the same place, the animation effect of the guide layer cannot be realized. What if you move the end position of the tween a little distance or use a closed curve? Eraser? This tool will erase a small gap and observe the movement effect of the animation of the guide layer.
C. The teacher added the third feature of the animation of the guiding layer: when there are multiple paths from the starting position to the ending position of the guiding layer, the system will automatically select the shorter path as the guiding path.
Third, expand and extend:
China successfully launched Chang 'e-1 on 24 October/2007 18: 05: 04! What exciting news this is. Do the students want to witness that great moment again? /goddess /main.html? Play the process of Chang 'e I flying to the moon and analyze it with students? Chang 'e, I ran to the moon? For example, what is the trajectory of the guiding layer? How to set multiple discontinuous guide lines? Which object should be the moving object of the guided layer? How to set up the earth and the moon and so on. In fact, we can also make a flash animation of Chang 'e-1 flying to the moon by using the knowledge of flash animation we just learned.
Ask students to make animations in groups according to the above explanations and production steps? Chang 'e, I ran to the moon? In this process, teachers help students complete the animation of the guiding layer, and find and correct students' mistakes at any time. And put the specific operation steps on the campus network and the teacher's teaching blog, so that students can learn by themselves in the process of making animation and exercise their self-learning ability. In addition, the process of students' creative works is also a good opportunity to play team cooperation and give full play to collective strength.
Fourthly, the evaluation of students' works.
Evaluation criteria: the theme expression is complete and feasible. Have imagination and personality expression. The acquisition and processing of picture materials highlight the theme.
Artistic quality: the works are beautiful and harmonious, and the composition is complete and reasonable (layout). It has artistic expression and appeal.
Technical application: Be able to use the learned Flash animation technology accurately and flexibly.
Team cooperation: the team has a clear division of labor and tacit cooperation.
Evaluation exchange: actively participate in group self-evaluation, and take mutual evaluation and objective evaluation seriously.
Evaluation method: a group, each group selects 1-2 best works to participate in the class exhibition. First, please ask the members of this class to evaluate themselves, then the evaluation of other students and teachers, and finally choose the best works and award-winning groups in this class.
Verb (abbreviation of verb) course summary
Let the students talk about their own gains first, and then emphasize the problems that need to be paid attention to in making the animation of the guiding layer:
To do animation along the trajectory, we must first understand the relationship between the guiding layer and the guided layer.
Clarify the characteristics of the animation of the guiding layer.
The position of the moving object must coincide with the starting point and ending point of the trajectory route of the guiding layer.