new虛擬形象教學設計

Avatars文本分析本單元主題是信息技術，單元目標為帶領學生充分感受技術發(fā)展給人們生活的方方面面帶來的便利，同時，辨證看待技術發(fā)展的利弊。本課是一篇說明文，虛擬形象的定義、發(fā)展、作用和影響這幾個方面介紹虛擬形象。通過虛擬形象在發(fā)展過程中利弊的辨證分析培養(yǎng)學生辨證和發(fā)展的眼光看待生活中問題的意識。同時，通過分析依賴虛擬世界的原因，引導學生享受技術帶來便利的同時，不沉迷虛擬世界，提高信息安全意識。教學目標在本課學習結束時，學生能夠：了解虛擬形象的定義和發(fā)展過程。梳理文章結構，分析說明對象和說明方法。能對虛擬形象的性格和心理進行深入分析。以辨證發(fā)展的眼光看待科技產(chǎn)物對生活帶來的影響。具有信息安全意識，生活中注意個人信息安全。教學重難點以辨證發(fā)展的眼光看待科技產(chǎn)物對生活帶來的影響。深入分析沉迷虛擬世界的心理原因，正視生活中挑戰(zhàn)。教學資源教材、多媒體課件、學案、平板電腦、黑板和粉筆教學過程步驟教學活動環(huán)節(jié)設計和意圖互動時間&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.環(huán)節(jié)：疫情居家隔離期間想出門去感受外面的喧嘩怎么辦？抖音游戲虛擬頭像擠地鐵幫你解決問題。意圖：設置情景，引入話題—虛擬形象3minCWStep2ReadingforstructureT:Readthepassageandchooseonewordtosummarizeeachparagraph.T:Timeisup.Let’scheckyouranswers.T:Herewhatistherelationshipamongtheretherewords?Yes,Theyareallaboutthepurposesofusingavatars.Sowecanputthemtogether.環(huán)節(jié)：閱讀文章用關鍵詞概括鍛煉大意，分析文章結構。意圖：培養(yǎng)學生的語篇結構意識和語篇分析能力。3minCWStep3ReadingfordefinitionT:First,let’sfocusonthedefinition.Whatisanavatar?Yes,animageandnewidentitycreatedbypeopleonlinetoexpress/communicatethemselves.Wecanalsosimplifythemaswhat/where/why.聚焦虛擬形象的定義,根據(jù)定義對what\where\why的表述，逐步深入了解虛擬形象的發(fā)展和作用。2minIWStep4ReadingforhistoryT：Then,let’slearnmorefromtheseaspects.Whoisvolunteertoshareyouranswerswithus?借助時間軸了解虛擬形象的發(fā)展。2minIWStep5ReadingforpurposesT:Whatisthepurposeofusingavatars?ExpressoneselfRepresentone’spersonalityRepresentone’sroleT:Howcanavatarsexpressoneself?Yes,userscanchangetheirclothes,sex,nameoreventhestyleoftheiravatars.Thenwhatwillhappenwhenpeoplecanusetheircreativitytosettheiravatarsfreely?Yes,falseinformationfromsomeavatarsmaygetpeoplecheatedeasily.環(huán)節(jié)1：帶領學生思考虛擬形象如何自主表達自我，及這種自主創(chuàng)新隱藏的威脅。意圖：引導學生認識到虛擬形象的兩面性，培養(yǎng)信息安全意識。5minIWT:Thenhowcanavatarsrepresentourpersonality?Wow,amazing!T:Workingroupsfor5minutesandanalysethepersonalityoftheseavatars’user.Welldone!Whynottrytoanalyseavatarsaroundus.Yes,fromthisavatar,wecangetlovingparentscarefortheirkid.Thisisafamilyfulloflove.Doitagreewiththisteacher?Whoalsowanttohaveatry?T:Whydopeopleprefertheseavatars?環(huán)節(jié)2：看頭像分析心理的小組活動讓學生分析多元虛擬形象了解其背后的心理特征。意圖：培養(yǎng)學生依據(jù)線索對說明對象深度推理分析和學以致用的能力8minGWCWT:Howcanavatarsrepresentone’sidentity?Theycantalk,walkandflyaround,meetpeople,goshoppingandattendclasses.Whatavatarscandohasgonebeyondtheuser.SoItrepresentsanewdigitalidentity.Justasyouhaveseen,Whatavatarscandohasgonebeyondtheuser.Peoplecanachievewhattheywanteasilyinthisvirtualworld.T:Inourdailylife,somepeopleareaddictedtovirtualworld?Canyouanalysethereason?Yes,theycanachievesuccesseasily.ButCanwejustliveinvirtualworld?ThenItisimportanttoworkhardandovercomedifficultiesinreallife.環(huán)節(jié)3：用虛擬形象現(xiàn)代化發(fā)展分析虛擬形象如何代表新電子身份。根據(jù)虛擬形象功能的發(fā)展分析部分人沉迷虛擬世界的原因。意圖：培養(yǎng)學生理論聯(lián)系實際的能力，并有理性對待虛擬世界，不沉迷。2minCWStep6ReadingforviewsT:Thenhowdopeoplethinkaboutavatars?Benefits:Concern:環(huán)節(jié)：分析虛擬形象發(fā)展給生活帶來的便利和潛在風險。意圖：培養(yǎng)學生的辨證思維能力和總結歸納能力。2minGW&CWStep7PracticeAstotherisks,Whatcanyoudotopreventthem?Discussitingroups.3minsforyou,Ok?Go!Timeisup,Whoisvolunteertoshareyouranswers?環(huán)節(jié)：小組合作，討論信息安全保護和平衡虛擬世界的方法。意圖：培養(yǎng)學生的問題解決能力，樹立信息安全和積極生活態(tài)度意識。5minStep8summaryAswehavelearnedthedefinition,history,purposesandviewsofavatars,Finishthemind-mapandtrytodescribeavatarswiththehelpofthismindmap.Ok?Go!Whoisvolunteertohaveatry!環(huán)節(jié)1：用交互性思維導圖輔助進行總結。意圖：培養(yǎng)學生總結歸納能力。5minCWJustasthesayinggoes,everycoinhastwoside.Thoughpeoplebenefitmuchfromavatars,Theuseofavatarshasalsocausedafewconcerns.Thoughavatarsbringrisks,wecanstilltakesomemeasuretopreventthem.Thesamegoesforthingsinourdailylifesuchasmakingfriendonline,havingclassesonlineandusingrobots.Nexttime,whenyouarefacedwithnewitems,