AshorthistoryofwesternpaintingReading

1、reading a short history of western painting教学课题 a short history of western painting （reading）教学设计理论依据基于建构主义理论，对客观世界的理解和赋予意义是由学习者个人决定的，学习者的知识，是他们在情境的交互作用中主动建构的。所以，学习者在学习过程中获取知识的过程，是在一定情境条件下，动态的、内部生成的过程。教师在教学过程中，要在学习者原有知识经验的基础上，根据学习材料，创造生动的学习情境，组织课堂活动，引导学生在合作学习、相互交流、互动探究的过程中，理解学习内容，丰富知识、发展综合素质和水平。教材分析

2、 本课是新课标高中英语选修6第一单元中的阅读课，是一篇介绍西方绘画史的文章。文章以西方社会发展的几个重要历史阶段为线索，简要阐释了影响艺术的主要因素，着重展示了四大时期西方世界中，不同社会背景下西洋绘画艺术的流派及其特点。通过本篇的学习，学生能够在了解绘画这个艺术特征的基础上，初步具备欣赏和描绘西方不同时期的绘画作品的知识和水平。学情分析本课的教学对象是高二上学年的学生，对绘画艺术有过初步的了解。但是，他们对影响绘画作品的因素，尤其是西方绘画作品发展史，不同时期作品的特征、名家、名作知之甚少，所以对西方绘画作品的理解、了解兴趣浓厚，渴望欣赏不同时期西方绘画名作，培养一定的术鉴赏力。作为高二的学

3、生，他们思维活跃，具备初步的分析和解决问题的水平。已掌握了略读和查读的阅读策略，具备较强的想象、记忆、归纳、推理、分析、总结的水平。但是，除几个学生英语基础较好、英语学习水平和语言表达水平较强外，绝大部分学生的相关水平相对较弱。学生对未知世界的好奇心较强，很有个性，喜欢表现。所以，能够采取问题型、任务型教学活动和情境的分层设计，层层推动，启发引导学生阅读材料；通过生生之间、师生之间的相互交流、合作探究，引导全体学生积极学习。教学三维目标1. 知识目标leading students to learn the following words and expressions.import word

4、sabstract, sculpture, gallery, faith, conventional, evident, typical, adopt, possess, superb, technique, shadow, ridiculous, controversial, attempt, predictimport phrasesby coincidence, on the one handon the other handimport sentence patternsamong the painters who broke away from the traditional sty

5、le of painting were the impressionists, who lived and worked in paris.but it was evident that ideas were changing in the 13th century when painters likein a more realistic city.2. 水平目标to learn the brief history of western painting and the characteristics of the painting in the four periods.to improv

6、e students reading ability. to cultivate students ability to appreciate western paintings.to develop students speaking ability to describe paintings and feeling to paintings.3. 情感态度目标通过多媒体和音乐展示艺术的不同种类，在引导学生欣赏艺术作品的过程中，创造积极和谐的教学气氛，让学生在情境的体验中活跃思维，积极欣赏和探索绘画艺术的内涵和魅力。学生在教师的引领下，学习西方四大阶段绘画艺术大家及其作品特点，提升艺术素养和

7、对生活的热爱。教学重点learn the important new words and expressions.study the characteristics of the paintings and the representatives in the four periods of western history.教学难点study the connection between the paintings and social life.teach students the way to appreciate paintings and lead students to descri

8、be the characteristics of the painting works they like.教学策略培养学生搜集与处理信息的水平（“有意义式接受学习” 教学法）培养学生获取新知识的水平（探究式教学法）培养学生分析和解决问题的水平（问题式、任务型教学法）培养学生合作水平和语言表达水平（合作学习教学法、交际教学法）教学用具多媒体辅助：将本课所需的录音、图片、文字、音乐制成cai 软件使抽象的语言变得直观，为学生创造良好的学习情境，促动、加深学生对文章内容、重难点知识的理解，为学生用英语交流创设情境。黑板：展示本课的重点单词、短语、句型。教学过程step1 lead-inask s

9、tudents if they know the types of art.lead students to discuss the different types of art they know and list the types of art. for example, music, dance, movie, opera, literature, sculpture, photography, calligraphy, architecture, etc. (设计意图：使用“有意义接受学习”教学方法、交际教学法，指导学生展示所学知识，增强其学习热情和自信心。通过对艺术样式知识的讨论，

10、让学生在交流合作的同时，学会相互学习，共同进步。列出艺术的各种样式并对其小结，培养学生的发散思维和归纳水平。)step2 presentation ask students if they have visited galleries and appreciated the western paintings, then show several famous paintings in different period of western painting history and tell the different points, such as the topic, color, lin

11、e and the feeling to them.（设计意图：通过交际教学法，引导学生欣赏西方不同时期的绘画作品，让他们说出绘画作品的不同特点、探讨原因，既培养了学生对事物的观察水平、英语表达水平，也激发了学生的求知欲，为引导学生探究阅读材料做好了铺垫。)step3 reading and comprehending1. fast-readingask students to skim the passage to grasp the key words and answer the following questions(1) what is art influenced by?(2) h

12、ow many periods of painting development are referred to? what are they?（then lay out the western painting development periods and make out the way that the passage is developed.） (设计意图：使用问题式、任务型教学法，学生带着问题迅速浏览文章，粗略了解文章主题、篇章结构，进而发现文章的结构和写作顺序。一方面，该任务可充分发挥学生自主性，培养学生主动探究问题寻找答案；另一方面，该任务有助于培养学生使用一定的阅读策略，解决

13、阅读问题的水平，进而提升学生的逻辑思维和抽象概括水平。)2. detailed-reading(1) ask students to read paragraph2 and fill in the blanks. the main aim of painters during the middle ages was to _. the typical painting at this time was full of _to show feeling of _for gold. the representative artist is _, whose painting of religiou

14、s scenes in_.(after finishing it, teacher can show a typical works created by giotto di bondone)(2) ask students to read paragraph3 and paragraph4 then fill in the form.periodthemecharacteristicsrepresentative artistthe renaissance(3) ask students to read paragraph5 and finish the exercise.get stude

15、nts to read and fill in the blanks.in the late 19th century, europe_great deal, from a mostly_to a mostly _one.people moved from_to the _.there are many_ and_. they led to changes in _. get students to think of the question： why were the paintings of impressionists not so detailed?(then show a famou

16、s painting painted by monet)(4)ask students to read paragrph6 and try to fill in the form.periodmai aim of paintercharacteristicsthe renaissance (after students finished the exercise, teacher can lead students to appreciate several modern art paintings.)（5）get students to listen to the tape and revi

17、ew the passage then think of the question and choose the correct answer.what does the passage mainly tell us?a. how religious painting developed.b. how oil painting developed.c. how impressionist painting developed.d. how western art developed.( 设计意图：使用任务型、交际教学法，指导学生在读完文章每一个片段后，根据文章内容完成对应的任务。学生做好语言信

18、息输入工作后，即时有效地反馈所获取的信息。在完成任务的过程中引导学生注重文中重点词汇、短语和句型，不但能增强学生对文意的理解。)step4 discussionshow the chinese paintings and western paintings in different history periods, and then let students choose their favorite one to decorate his or her room, discussing the reasons with their teammates or partners. (设计意图：使用任务型、合作探究、交际教学法，指导学生在学完本篇内容的基础上，充分利用本文所学的绘画知识、词语和表达方式，阐释根据个人生活的居室特征，选择自己最喜爱而又合适的绘画作品来装点自己的房间。不但能够让学生对所获取的知识和信息得到有效的利用，提升学生的表达水平，而且能够让学生体会到所学知识的