new虚拟形象教学设计

Avatars文本分析本单元主题是信息技术，单元目标为带领学生充分感受技术发展给人们生活的方方面面带来的便利，同时，辨证看待技术发展的利弊。本课是一篇说明文，虚拟形象的定义、发展、作用和影响这几个方面介绍虚拟形象。通过虚拟形象在发展过程中利弊的辨证分析培养学生辨证和发展的眼光看待生活中问题的意识。同时，通过分析依赖虚拟世界的原因，引导学生享受技术带来便利的同时，不沉迷虚拟世界，提高信息安全意识。教学目标在本课学习结束时，学生能够：了解虚拟形象的定义和发展过程。梳理文章结构，分析说明对象和说明方法。能对虚拟形象的性格和心理进行深入分析。以辨证发展的眼光看待科技产物对生活带来的影响。具有信息安全意识，生活中注意个人信息安全。教学重难点以辨证发展的眼光看待科技产物对生活带来的影响。深入分析沉迷虚拟世界的心理原因，正视生活中挑战。教学资源教材、多媒体课件、学案、平板电脑、黑板和粉笔教学过程步骤教学活动环节设计和意图互动时间&模式Step1Lead-inT：BecauseofCovid-19,peoplehavetostayathomewithoutgoingoutforalongtime.Manypeoplemissedthebusylifebefore.Butforthesafetyofus,wecan’t.ThenTikTokdesignedagametosolvethisproblem.Inthisgame,userscanexperiencethejourneyofcatchingthesubway.Idoexperiencethesceneoftakingasubway.ButdoIgoout?No!Thenwhogoout?Actually,It’smyavatar.T:Whenitcomestoavatars,whatdoyouwanttoknow?T:Now,let’slearnLesson1Avatarstofinditout.环节：疫情居家隔离期间想出门去感受外面的喧哗怎么办？抖音游戏虚拟头像挤地铁帮你解决问题。意图：设置情景，引入话题—虚拟形象3minCWStep2ReadingforstructureT:Readthepassageandchooseonewordtosummarizeeachparagraph.T:Timeisup.Let’scheckyouranswers.T:Herewhatistherelationshipamongtheretherewords?Yes,Theyareallaboutthepurposesofusingavatars.Sowecanputthemtogether.环节：阅读文章用关键词概括锻炼大意，分析文章结构。意图：培养学生的语篇结构意识和语篇分析能力。3minCWStep3ReadingfordefinitionT:First,let’sfocusonthedefinition.Whatisanavatar?Yes,animageandnewidentitycreatedbypeopleonlinetoexpress/communicatethemselves.Wecanalsosimplifythemaswhat/where/why.聚焦虚拟形象的定义,根据定义对what\where\why的表述，逐步深入了解虚拟形象的发展和作用。2minIWStep4ReadingforhistoryT：Then,let’slearnmorefromtheseaspects.Whoisvolunteertoshareyouranswerswithus?借助时间轴了解虚拟形象的发展。2minIWStep5ReadingforpurposesT:Whatisthepurposeofusingavatars?ExpressoneselfRepresentone’spersonalityRepresentone’sroleT:Howcanavatarsexpressoneself?Yes,userscanchangetheirclothes,sex,nameoreventhestyleoftheiravatars.Thenwhatwillhappenwhenpeoplecanusetheircreativitytosettheiravatarsfreely?Yes,falseinformationfromsomeavatarsmaygetpeoplecheatedeasily.环节1：带领学生思考虚拟形象如何自主表达自我，及这种自主创新隐藏的威胁。意图：引导学生认识到虚拟形象的两面性，培养信息安全意识。5minIWT:Thenhowcanavatarsrepresentourpersonality?Wow,amazing!T:Workingroupsfor5minutesandanalysethepersonalityoftheseavatars’user.Welldone!Whynottrytoanalyseavatarsaroundus.Yes,fromthisavatar,wecangetlovingparentscarefortheirkid.Thisisafamilyfulloflove.Doitagreewiththisteacher?Whoalsowanttohaveatry?T:Whydopeopleprefertheseavatars?环节2：看头像分析心理的小组活动让学生分析多元虚拟形象了解其背后的心理特征。意图：培养学生依据线索对说明对象深度推理分析和学以致用的能力8minGWCWT:Howcanavatarsrepresentone’sidentity?Theycantalk,walkandflyaround,meetpeople,goshoppingandattendclasses.Whatavatarscandohasgonebeyondtheuser.SoItrepresentsanewdigitalidentity.Justasyouhaveseen,Whatavatarscandohasgonebeyondtheuser.Peoplecanachievewhattheywanteasilyinthisvirtualworld.T:Inourdailylife,somepeopleareaddictedtovirtualworld?Canyouanalysethereason?Yes,theycanachievesuccesseasily.ButCanwejustliveinvirtualworld?ThenItisimportanttoworkhardandovercomedifficultiesinreallife.环节3：用虚拟形象现代化发展分析虚拟形象如何代表新电子身份。根据虚拟形象功能的发展分析部分人沉迷虚拟世界的原因。意图：培养学生理论联系实际的能力，并有理性对待虚拟世界，不沉迷。2minCWStep6ReadingforviewsT:Thenhowdopeoplethinkaboutavatars?Benefits:Concern:环节：分析虚拟形象发展给生活带来的便利和潜在风险。意图：培养学生的辨证思维能力和总结归纳能力。2minGW&CWStep7PracticeAstotherisks,Whatcanyoudotopreventthem?Discussitingroups.3minsforyou,Ok?Go!Timeisup,Whoisvolunteertoshareyouranswers?环节：小组合作，讨论信息安全保护和平衡虚拟世界的方法。意图：培养学生的问题解决能力，树立信息安全和积极生活态度意识。5minStep8summaryAswehavelearnedthedefinition,history,purposesandviewsofavatars,Finishthemind-mapandtrytodescribeavatarswiththehelpofthismindmap.Ok?Go!Whoisvolunteertohaveatry!环节1：用交互性思维导图辅助进行总结。意图：培养学生总结归纳能力。5minCWJustasthesayinggoes,everycoinhastwoside.Thoughpeoplebenefitmuchfromavatars,Theuseofavatarshasalsocausedafewconcerns.Thoughavatarsbringrisks,wecanstilltakesomemeasuretopreventthem.Thesamegoesforthingsinourdailylifesuchasmakingfriendonline,havingclassesonlineandusingrobots.Nexttime,whenyouarefacedwithnewitems,