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Insertion and Formatting of Word Artistic Words and Pictures

Author: daogeziyuan • • empirical point of view • Views 769

Before inserting and formatting WordArt and pictures, you can first determine the document editing software you use, such as Microsoft Word or Google Docs. Here are some general steps to insert and format WordArt and pictures: 1. To insert WordArt: - In W

Information Technology Teacher Recruitment

Teacher's test compilation dry goods will be released as soon as possible

Insertion and formatting of artistic words and pictures

Classic teaching plan for information technology teacher recruitment

[Case topic]

The highest purpose and core concept of the new curriculum is "everything for the development of every student". However, "development" is a generative dynamic process, and the factors and situations in this process cannot be foreseen by us. The generative classroom under the guidance of the new curriculum concept has unpredictability, and its randomness has created many generative problems. German educator Kravki believes that "the standard to measure the teaching quality of a teaching plan is not to see whether the actual classroom teaching can be consistent with the plan as much as possible, but to see whether the plan can enable teachers to take flexible actions in teaching and mobilize students to the greatest extent." motivation to engage students in creative learning in order to contribute—even if limited—to the development of their self-conscious abilities.”

[Background Material]

This lesson is based on the teaching objectives of the twelfth and thirteenth lessons of the fourth grade volume 1 of the compulsory education textbook "Information Technology for Primary Schools". Select the required materials from the existing materials to make a single-page tabloid composed of several idiom stories with rich pictures and texts. Students in this school start taking information technology classes from the third grade, one person has one computer, and the students are relatively proficient in operation. Therefore, after understanding the basic situation of the students and the actual reasons for taking classes, I processed the teaching materials into two classes of teaching and made one class, and changed the teaching points accordingly. Due to time constraints, I did not try to teach in other classes of the school before the official start of the class, so there may be deviations in the design of teaching links and the grasp of important and difficult points in teaching.

【Teaching Objectives】Knowledge Objectives: Master the basic methods of inserting and formatting WordArt and pictures; set the font, font size and font style of the title and text.

Skill Objective: Can copy the contents of different word documents to your own word document. Insert a matching picture for each story and adjust the text wrapping method, position and size; insert an artistic word "idiom story" for the tabloid and adjust the size and position; emotional goals: cultivate students' aesthetic taste; feel The broad and profound language of our country cultivates students to like idiom stories and idioms.

【Teaching focus】:

Copy the contents of different word documents to your own word file.  Insert WordArt and pictures to beautify the story tabloid. 

[Teaching Difficulties]: 

Copy the contents of different word documents to your own word file.  Insert WordArt and pictures to beautify the story tabloid. 

【Preparation before class】: Idiom story text and picture materials. 

[Case Description] 

Segment 1  Storytelling introduces teaching content 

Teacher: Students, today, I will give you an information technology class. I'm looking for something light, why not tell a story! Student: A little interested, and the expression on his face began to relax. 

Teacher: Our Chinese culture is extensive and profound. In the thousands of years of history, many historical stories have been handed down to the present, and have evolved into idioms with profound meanings. Does anyone know a story about idioms and tell you one? 

Students raise their hands: "Waiting for the Rabbit"... (Storytelling) 

Teacher: What does this story tell us? 

Health: It is accidental that a rabbit hits a tree, and the farmer will not have a rabbit if he waits. 

Teacher: Yes, this story also shows that only through one's own labor can a person get the reward he deserves and achieve success.  Teacher: Do you have any other stories? Students raised their hands. 

Teacher: How about this, the teacher has prepared several idiom stories and put them in the "D: Idiom Stories" folder of your computer. Please open it yourself to browse and see what the teacher has prepared for you. 

Segment 2  Grasp the key points of tabloid production through sample works After opening the folder designated by the teacher and browsing the story pictures and texts inside, the teacher promptly throws out the task of this class: 

Teacher: Do you think the stories and pictures look convenient? 

Student: It’s not very convenient. It’s inconvenient to switch back and forth after reading the story. 

Teacher: Yes, so the teacher made these stories into an idiom story newspaper, let's enjoy it. Show the prepared tabloids to the students for appreciation. 

Teacher: Students, what do you think of these idiom story tabloids? 

Student 1: The text color of the tabloid is very nice, and each story has a color. 

Student 2: The title of each story is very clear. 

The teacher asked: How did you deal with it? 

Student 2: Make the font of the story title bigger. 

The teacher added: The font of the title has become larger, so that people can know what the title of the story is before reading the story, and it also attracts you to read the story. Teacher: Is there any more? 

Health 3: Each story has an illustration, which is very beautiful. 

Teacher: Yes, it’s just that the text is too monotonous. Inserting a picture can make the tabloid more beautiful, and the picture can also attract people’s attention to the story. 

Student 4: The tabloid also inserts artistic words as the title, which is very beautiful. 

Teacher: Yes, the tabloids have also inserted the words "idiom story newspaper". What do we call this part in newspapers? 

The student did not answer the teacher's preset answer. 

Teacher Citation: The newspapers we usually read have a name, such as "Primary School Student World News", "Hua Shang Bao", etc. We call it the name or masthead of the newspaper. 

Teacher: Students, today the teacher not only brings you these idiom stories, but also brings you a task. Asked to choose we also choose 2-3 stories to make an idiom story newspaper. After a while, we will ask our teacher Wu to print out the good ones and post them on the school's bulletin board for the appreciation of the students in the school. 

Segment 3  Breaking through difficulties and preparing for the presentation of rich works 

The first step in making a tabloid: copy the contents of different word documents to your own word file. The teacher demonstrates copying several stories together. Because the students are now openingone or several stories to read.

So the teacher's presentation starts with this: 

1. Click "New Blank Document" at the far left end of the toolbar, and take a blank sheet of paper. 

2． Switch to the open story on the task bar, select the text, and copy it. 

3． Switch to a blank page on the taskbar and paste. 

4． Switch to the idiom story folder in the task bar, open the second story and copy it to the newly created document in the same way. 

5. Preset: According to my usual teaching experience, when students copy the contents of several different documents to one document, the following problems will occur: A, the same section of content is copied twice in the new page. times; B, when copying the second copy, the cursor is not at the end, so the order of the copied content is out of order. C. Part of the content to be copied is omitted, making the content incomplete. When teachers and other students have problems, they will provide one-on-one or group counseling according to the problem. 

Students carefully watched the teacher's demonstration operation, and then tried the operation independently. The teacher inspects the students' operations and collects information about the students' learning process: 

Information 1: Most of the students did not have the problems preset by the teacher. 

Information 2: Many students have modified text by font color and size. 

Information 3: About one-third of the students have used insert pictures. 

[Teaching Reflection] 

This classroom teaching and research activity is that I borrowed classes from other schools. Since I have been teaching in rural central primary schools, my accumulated teaching experience is somewhat different from that of students in boarding experimental primary schools. Leading to pre-class some presets are difficult to generate in class, or even not generated at all. There are also deviations in the design of some teaching links. From this, I made the following summary of this class. 
A good start is half the battle. As a necessary part of classroom teaching, the introduction of classroom is the support of students' subject status and the embodiment of teachers' leading role. Teachers should pay special attention to classroom introduction design, create a good atmosphere, and adjust students' emotions. What's more, the modern teaching theory believes that the teaching effect depends to a large extent on the inner psychological state of the students (that is, the emotional psychological state).
Information technology class leads the application of task-driven teaching method. Some students ask "teacher, what's the task today" as soon as they start class. Such a mechanical application of the task-teaching method will inevitably make students a little bored with the information technology class. How to work hard in the introduction of the classroom and naturally introduce it into the tasks to be completed in the classroom is the key to a good start of a class. In this class, the students came into contact with the teacher for the first time, judging the teacher in their hearts, and also had some defensive psychology. The students looked at the teacher with eyes in pairs, acting more restrained. At this time, the teacher told the students, let's tell a story. Then the teacher guides the students to think about the idiom stories they have seen. Many students can tell one or two. A relaxed topic immediately made the students let go, raising their hands high. Therefore, in the following whole class, the students were very active in learning. The students must not be satisfied after listening to a story. The teacher immediately said that the teacher has prepared several stories for everyone and put them in the computer. The students were successfully introduced to the teaching tasks.  The design of the teaching link should serve for the students to complete the learning tasks. In the second clip, the teacher shows a sample tabloid, the purpose of which is to give students a general impression of making tabloids. From the appreciation of tabloids, it is discussed how to modify tabloids through font, font size, color, artistic words and pictures. During the discussion, the teacher should list several aspects of the students' answers through writing on the blackboard. Then let everyone discuss which step to do first and which step to do when making tabloids. With sequential steps, work efficiency can be improved. Moreover, the pre-set stage evaluations with different emphases can also clarify the key points of the evaluation, so as to facilitate students to evaluate and grasp the works in a hierarchical manner. 
Boldly let the students try, understand the students' operating level, and adjust the teaching strategy in a timely manner. Information technology teachers, like teachers of other subjects, often have new curriculum ideas in their arms, but they dare not let them go too far in the face of open classes, for fear that they will not be able to accept them and fail to achieve the teaching goals. In Fragment 3, due to the teacher's previous teaching experience, various problems will arise when copying the content of several documents into one document. In addition, the teacher does not understand the level of mastery of the students. The spirit of independent exploration of students. Not in line with the teaching philosophy of the new curriculum. Here the teacher can ask the students to think of a way by themselves through the discussion and self-trying methods of neighboring students. Students' creativity is endless. Sometimes the teachers don't know many methods, but the students figured it out. Teachers look for computer experts from students, and break through the teaching process through students' demonstrations, which not only solves problems, but also gives excellent students a chance to demonstrate, which undoubtedly injects a strong impetus into the exploration of information technology for these students.


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