一、创设情境,激发兴趣,欣赏佳作之美师:今天在上课前,老师想和同学们共同欣赏几幅书法作品。你们想看吗?他们都是我们延兴小学的老师写的。师:知道这是什么书体吗?生:篆书。师:篆书结构上紧下松,时有对称。师:这是什么书体?生:隶书。师:隶书结构扁平,结字秀丽、端庄。师:这又是什么书体?生:楷书。师:我们最熟悉的楷书。写得怎么样?如果你勤加练习,也会写得和老师们一样好。【点评:课始,教师让学生欣赏本校教师的书法作品,看似寻常,却颇有深意。其作用有二:一是可以培养学生 First, create the situation, stimulate interest and enjoy masterpieces of beauty division: Today, before class, the teacher wanted to share with his classmates a few pieces of calligraphy. Do you want to read them? All of them are written by our teachers in Yan Hing Primary School. Teacher: Do you know what kind of book? Health: Seal book. Teacher: Seal structure Tight loose, sometimes symmetrical. Teacher: What is this book? Health: Lishu. Teacher: Lishu structure is flat, knot beautiful, dignified. Teacher: What is this book body? Students: regular script. Teacher: We are most familiar with regular script. How to write? If you diligently practice, will write as good as the teachers. [Comments: At the beginning of the class, teachers let students appreciate the teachers’ calligraphy works in our school. They seem to be unusual but profound in meaning. Its role is twofold: First, you can train students