Children's creative painting, the big bad wolf, teaching plan reflection, middle class

2026-10-12 16:18

The following are some reflections on the teaching plan of the creative painting big bad wolf for middle class children: * * 1. Teaching objectives ** 1. * * Knowledge and Skill Target ** - If the teaching goal was to let the children learn the basic colors, composition, lines, and other artistic elements to draw the big bad wolf, then it would be better for the children to learn how to draw the big bad wolf. Reflect on whether all children can reflect on these elements in painting. For example, some children might not have a deep understanding of color matching, and the colors they chose could not express the characteristics of the big bad wolf well. For example, they used too bright colors to draw the big bad wolf instead of leaning towards gray, black, and other colors that were more in line with the image of the big bad wolf. This might suggest that more guidance on the relationship between color and object characteristics should be added in future teaching. - In terms of composition, some children might draw the big bad wolf too big or too small, or in an inappropriate position, such as near the edge of the picture, causing the picture to be out of balance. This reflected the need to more clearly demonstrate the basic points of composition in the teaching process, such as the appropriate proportion and position of the subject. 2. * * Course, Method, and Target ** - If the goal was for children to be able to express their imagination and creativity through art. When reflecting on it, they might find that although most children could draw the basic shape of the big bad wolf, they were lacking in innovation. For example, most of the wolves drawn by children were standing or lying down in traditional postures. Few children could think of making the wolf jump or chase more dynamic movements. This might be because the guidance of the children's imagination was not deep enough, and there were not enough inspirational materials, such as pictures or stories about the different movements of the big bad wolf. - As for the goal of children's cooperative creation, if the group was arranged to paint the big bad wolf in the classroom, it might be found that some groups had unclear division of labor. Some children dominated the entire painting process, while other children's participation was low. This would require planning the rules and division of labor for group cooperation in advance in future teaching to ensure that every child could actively participate in the creative process. 3. * * Emotions, attitudes, values, goals ** - When the goal was to get to know the big bad wolf and strengthen the child's self-protection awareness. In the process of teaching, it may be found that although children have a certain understanding of the big bad wolf, their understanding of self-protection awareness is still relatively superficial. For example, they only knew that the big gray wolf was very fierce, but they lacked in-depth understanding of the specific protective measures that should be taken if they encountered similar dangerous animals in their lives (such as not approaching, shouting for help, etc.). This would require more explanations on self-protection measures or simulation scenarios to be added to the teaching content. * * 2. Teaching preparation ** 1. * * Material preparation ** - If he prepared colored paper, watercolor pens and paint, art books and paint trays, some art materials that needed to be cut, and so on. When reflecting on it, he might find that although there were many types of materials, there were some problems in practical use. For example, the color selection of the watercolor pen may not be rich enough to meet the needs of the children for the different colors of the big bad wolf. Or the difficulty of cutting materials was too high for the middle class children, resulting in the children rarely using these materials in the creative process, resulting in the waste of materials. This required adjusting the type and difficulty of the materials according to the child's actual operational ability and creative needs. - In terms of teaching aids, such as black-and-white printing of pictures of the big bad wolf, Ppowerpoint coursewares, etc. There might be problems such as insufficient clarity of the pictures and the lack of vivid content in the PowerPoint presentation. For example, pictures could not show the details of the big bad wolf well, which would affect the children's accurate grasp of the image of the big bad wolf. If the PPM was only a simple picture display, it would be difficult to attract the children's attention. In the future, the quality of teaching materials needed to be improved. 2. * * Prepare the environment ** - The arrangement of the painting venue might also affect the teaching effect. If the space was small, children might feel crowded during the painting process, affecting their creative mood and ease of operation. Or the lighting in the venue was insufficient, which would affect the child's color discrimination and the accuracy of the painting. This required choosing a suitable, spacious and bright teaching space in advance for future teaching. * * 3. Teaching process ** 1. * * Introduction Stage ** - Through the presentation of the pictures of the big bad wolf, the children were guided to talk about the image of the big bad wolf that they knew. They might find that some children were unfamiliar with or afraid of the big bad wolf and did not dare to speak actively. This may be due to the lack of guidance and encouragement in the introduction process. You can try to start with the small animals that the children are familiar with, and gradually guide them to the big bad wolf, so that the children can start discussing in a more relaxed atmosphere. - If the pictures of the big bad wolf in the introduction were too simple and all of them were standing upright, it might limit the children's imagination of the big bad wolf's different postures and angles. During the introduction, more pictures of the big bad wolf in different postures (such as running, roaring) and different perspectives (such as looking down and looking up) should be shown to broaden the children's thinking. 2. * * Group discussion session ** - The children were divided into small groups and asked to discuss how to use color to reflect the image of the big bad wolf. There may be situations where the group discussion strays from the main topic, such as when the children start discussing the story of the big bad wolf instead of the use of color. This reflected that the teacher was not clear enough when raising the discussion questions, or there was a lack of effective guidance and supervision during the group discussion. - There could also be problems with the timing of the group discussion. If the time was too short, the child would be interrupted before he could fully communicate, and he would not be able to explore the use of color in depth. If the time was too long, the child might lose interest or start to play. The discussion time should be adjusted according to the children's discussion and teaching progress. 3. * * Painting the Big Bad Wolf ** - In this segment, it may be found that the child is not familiar with the use of drawing tools. For example, the amount of watercolor paint was not controlled well, resulting in too much or too little paint on the picture, the use of the brush was improper, and the thickness of the drawn lines was uneven. This suggested that in the future, there was a need to add individual guidance on the use of drawing tools. - Teachers might not be able to provide enough guidance during the process. Some children might encounter difficulties in the process of drawing, such as not knowing how to draw details such as the eyes or teeth of a big bad wolf. If the teacher did not discover and give guidance in time, it would affect the quality and confidence of the children's drawing. Therefore, teachers needed to strengthen their inspection in this segment to find and solve the problems encountered by the children in time. 4. * * End of the summary segment ** - When he asked each group to hang their painted big bad wolf in the classroom for display and sharing. They might find that the child's expression was not clear enough when sharing his work. He simply said,"This is the big bad wolf." He could not elaborate on his ideas in terms of color use and creative ideas. This might be due to the lack of training in the ability to describe children's works in the usual teaching. It is necessary to add relevant training in future teaching, such as guiding children to describe their own paintings from many aspects (color, shape, movement, etc.). - As for the feedback of other groups of children, if the children were simply allowed to watch other works, without effective guidance and questions, the children might only be able to look at them and not learn more creativity and skills from other works. The teacher could ask some targeted questions in this segment, such as "What do you think is good about the color combination of this big bad wolf?" To promote mutual learning between children. Read more exciting novels for free