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  • 高中人教版英语教案

    分类:英语教案 时间:2017-07-22 本文已影响

    篇一:人教版高中英语教学设计

    人教版高中英语教学设计

    人教版高中英语必修5 Unit 2 The United Kingdom

    一. 教学内容分析:

    人教版新课标高中英语必修5 第二单元 (The United Kingdom ) Using language Sightseeing in London让学生了解英国首都伦敦的名胜古迹( Big

    Ben;StPaul’sCathedral ;WestminsterAbbey;Greenwich;Highgate Cemetery)

    二、教学目标(Teaching goals)

    1.目标语言(Target Language)

    a. 重点词汇和短语

    sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill

    b. 重点句式

    Worried about the time available, Zhang Pingyu had ... P14

    What interested her most was the longitude line.P14

    It seemed strange that the man who had developed communism should have lived and died in London. P14

    But she was thrilled by ... P14

    2. 能力目标(Ability goals)

    Improve the reading ability of the students and enable the students to plan a tour around certain places.

    3. 学能目标Learning ability goals

    Help the students know more about the historical sites in London.

    三、教学重难点(Teaching important & difficult points)

    Help the students identify different kinds of tour and talk about the most interesting place for the tour and master the key words and expressions in the passage.

    四、教学方法(Teaching methods )

    1、任务型教学法(Task-based teaching method)。读之前,教师设定阅读任务,学生在阅读过程中思考,分析,讨论,最终解决问题。最后通过任务的完成而实现对所学知识的意义建构。

    2、交际法教学:让学生在完成任务的活动中提高听说能力

    3、多媒体辅助教学法。把有关英国的文本,图片等信息融合在课件中,发挥学生的多种感官作用,激发学生学习兴趣,提高学习效率。在Reading 部分对The UK有了一定的了解,在此基础上进一步学习关于英国的一些名胜古迹。

    五、教具准备(Teaching aids)

    A computer and a projector.

    六、教学过程与方式(Teaching procedures & ways)

    Step I Revision and Lead-in

    Talk about London with the students.

    T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?

    S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.

    S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.

    S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine — if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.

    Ask the students to read the passage and do the exercises after the passage.

    T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.

    Step Ⅱ Reading

    Task 1: Ask the students to read the text to get the main idea.

    T: Now please read the text and find the answers to the following questions. Show the questions on the screen.

    1. How did Zhang Pingyu plan her tour?

    2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?

    Sample answers:

    1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.

    2. The buildings mentioned in the text were:

    Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers; Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.

    Task 2: Ask the students to study the structure of the text “Sightseeing in London”.

    1. The Tower of London

    2. St Paul’s Cathedral

    3. Westminster Abbey

    4. Big Ben

    5. Buckingham Palace

    Show the following. (说明:教师可以借助图片评说、文化背景介绍和生活体验等方法导入,激活学生相关的知识网络,使学生产生阅读欲望。)

    Greenwich

    The

    second

    day

    The

    third

    day

    The

    first

    day

    1. High gate Cemetery

    2. The Library of the

    British Museum 3. Windsor Castle

    Task 3 .Ask the students find out the key words and expressions.

    (1)delight n.& vt.

    to one’s delight = to the delight of sb.

    take delight in

    with /in delight

    be delighted at /by /with

    be delighted to do sth .

    delightful adj.

    (2) remain vi & linking v

    remain --- remaining (adj ) --- remains (n )

    After the fire ,very little remained of my house . 剩下

    Much work remained to be done .有待以后再做

    I’ll remained to see the end of the game .留下

    In fact ,the work remained unfinished .仍然是

    The children remained listening .

    The Indian people remain in deep poverty .

    The remains of the ancient temple are worth seeing .n.残余物

    (3)thrill vt. &n.

    be thrilled at /with sth

    thrilling adj.

    (4) Worried about the time available, Zhang Pingyu had made a list of the sites she wanted to see in London. 过去分词做原因状语= Because she was worried about ……

    (5)It looked splendid when first built .时间状语从句的省略

    =(when it was first built)

    (6)It seemed strange that the man who had developed communism should have lived and died in London. It作形式主语,that 引导主语从句。

    七、Homework:

    Ask the students to review the words learnt in this unit.

    八、板书设计:

    黑板的左边简要写出教学过程,右边写出在处理文章过程中出现的重点词汇,短语。

    左边:

    1. How did Zhang Pingyu plan her tour?

    2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?

    右边:

    (1)delight n.& vt.

    to one’s delight = to the delight of sb.

    take delight in

    with /in delight

    be delighted at /by /with

    be delighted to do sth .

    delightful adj.

    (2) remain vi & linking v

    remain --- remaining (adj ) --- remains (n )

    After the fire ,very little remained of my house . 剩下

    Much work remained to be done .有待以后再做

    I’ll remained to see the end of the game .留下

    In fact ,the work remained unfinished .仍然是

    The children remained listening .

    The Indian people remain in deep poverty .

    The remains of the ancient temple are worth seeing .n.残余物

    (3)thrill vt. &n.

    be thrilled at /with sth

    九、教学反思:

    1.本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据语境,巧妙设计问题,引起学生对相关词汇的注意,然后通过英英释义,或多媒体呈现,并写

    在黑板右边,让学生自然而然地掌握了词汇。例如remain我列出一些例句要学生自己去归纳它的用法,而不是采用传统的讲授式。

    2.本堂课学生能跟着教师的步伐,参与教学活动,但是,活动形式还是有点单一,主要采用了问答式。教师应该不断更新观念,积极运用各种手段调动学生合作学习、快乐学习,注重学生的主动发展、学习兴趣和个性的培养,使学生的积极性得到发挥,只有这样英语阅读教学才能更加有效

    篇二:人教版高中英语教学设计

    人教版高中英语必修三 unit 2 healthy eating教学设计

    (一)教学内容分析

    这是一篇介绍“饮食习惯”的文章,包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象,各段主题句分布不太明显(大部分分布在段落中间)。且大部分学生对饮食与健康的关系(如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等)了解较少。因此,本文的学习难度较大。

    (二)教学目标

    1. 语言知识目标:

    a)使学生了解protein, calcium等基本营养成分的来源和主要功能,健康的饮食习惯是健康的保证,以及素食主义等信息。

    b)学习掌握有关营养成分与食物的词汇,如:protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等,以及 keep up with ,the same goes for?以及as 和only 引导的倒装句的用法。

    2. 语言技能目标:

    a)使学生学会克服生词障碍,通过略读,寻找文章的主题句,理清文章的总体框架与脉络;通过查读,捕捉文章的重要细节,理解作者的写作意图。

    b) 使学生学会运用各种猜词技巧,猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识,用英语为自己所熟悉的一个人设计一份“healthy diet”,并阐明设计的依据。

    3.情感态度与文化意识目标:

    a)使学生学会审视自己、审视食物,提高养成健康饮食习惯的意识。 b)使学生懂得:健康是做好一切事情的根本。要想有强健的体魄,除了合理安排好一天的生活以外,还需要有科学、卫生的饮食习惯,每天一定量的体育活动和体力劳动。青少年必须有健康的身体,长大以后才能成为一位具有现代科学文化,适合时代要求的合格劳动者。

    c)使学生学会关心他人,体贴他人,并养成较强的合作意识。

    d)让学生了解一些不同的饮食观念及主张,加深对世界饮食文化的了解,弘扬中华民族饮食文化的精髓,培养爱国主义精神。

    (三)教学重点和难点:

    1.重点

    1)让学生认识到饮食对健康的重要影响。

    2)侧重培养学生对文章的整体性结构的把握,突出培养学生以下3个方面的能力:a.文章中心把握能力。

    b.根据主题快速捕捉文章重点细节的能力。

    c.猜词能力。

    3)重点掌握有关营养成分与食物的词汇,特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。

    2.难点

    1) 如何使学生养成科学的阅读习惯,提高阅读理解能力和语言水平。

    2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息,并灵活运用于语言实践中,达到语言实践能力的扩展与提高。

    二、教学方法与教材处理

    1.任务型语言教学法

    任务型语言教学认为:人们使用语言的过程就是一个完成各种各样任务的过程。任务型学习强调通过“做中学”、“学中做”,使学生在完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组,共同为大家所熟悉的一个人设计一份“healthy diet”, 并口头阐述设计的理由。该设计基于课文内容,但又不局限于课文的范畴,旨在贯彻“做中学”、“学中做”策略,吸引和组织他们积极参与,并通过讨论、交流和合作等方式,在自然、真实的情境中,完成任务,体会、掌握语言的应用,达到学以致用的目的。

    2.合作学习教学法

    合作学习教学法是以小组活动为主体的一种教学活动,一种同伴之间的合作互动活动,。合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展,调整学生的语言焦虑感。焦虑是影响外语学习的重要情感因素,外语学习中的焦虑主要是指学习者需要用外语进行表达时产生的恐惧或不安心理。因此,本课打破传统的“稻田式课堂教学结构”采用“四至五人组成一个学习小组”的课堂教学结构,来组织教学,旨在营造轻松的学习氛围,为积极学习提供有利的条件,让学生在完成任务的过程中通过互相交流,降低语言焦虑感,获得愉快的学习经历,从而对学习本身和所学内容产生兴趣感。

    3.整体语言教学法

    整体语言教学法要求按“整体-部分-整体”的模式,进行语篇阅读训练,即从“整体”开始,以“整体”结束的“三段式”阅读教学法。本课采用从整体略读——分段细读——听读课文内容,进一步理解课文内容,即是这种教学策略的体现。

    (四)、学法指导

    1)认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式,对所学内容进行整理与归纳。

    2)调控策略:继续培养自我评价与相互评价的习惯,鼓励学生增加与教师和同学交流学习英语的体会和经验,学会科学评价自己的学习行为与学习效果,进一步形成有效的学习方法,树立积极向上的学习态度。

    3)交际策略:创设有意义的情景和任务活动,引导学生通过四人一小组,进行合作学习,让他们围绕课堂任务分工合作,相互探讨、相互交流,从而获得知识、技能和情感体验,变被动学习为主动学习。

    (五)、说教学程序

    1.pre-task:激发学习兴趣,明确学习任务(8分钟左右)

    引入话题,激发学习兴趣,明确学习任务。教师通过一个问题“ do you think it important to have good eating habits?”呈现文章的标题“we are what we eat”。紧接着引导学生解读文章标题、预测文章内容,让学生在阅读过程中处于主动认知状态。虽然本文标题较抽象, 学生可能一下子无法正确理解其所包含的深层含义,可再采取通过分析句子成分和引导学生抓住关键词“eat”进行大脑风暴两种方式相结合的教学策略来降低理解难度。考虑到文章生词量较多,且大部分学生对文章的背景知识,了解较少。因此,在引导学生预测文章内容的同时,有必要在讨论“what kind of words will be used in the passage?”这个问题时,引出人体每天必须摄入的六种基本营养成分的单词:protein、

    calcium 、carbohydrate 、fibre、 mineral、 vitamin 。这样既可向学生展示本环节的重点单词,又可为阅读扫清文化背景障碍和语言障碍,又可为突破本文的重难点作好准备。

    2.task-cycle:课文主体内容的教学与操练,知识的掌握与能力的过渡(27分钟左右)指导学生根据不同的阅读目的,在阅读的不同阶段,灵活使用各种阅读策略,捕捉文章主要信息,理解作者的写作意图,突破本文的教学重点与难点。

    1.通过限时阅读训练,引导学生略读文章内容,归纳段落大意,理清全文线索,侧重培

    养快速阅读理解能力和文章中心把握能力。

    【设计思路】:本环节针对课文的主旨,提出两个预测性问题,要求学生在5分钟之内,略读文章内容,快速找出各段的key sentence,理清文章的基本脉络。在两个预测性问题的帮助下,大部分学生很快就能找出文章的主题句,理解作者的写作意图。针对各段主题句分布不太明显,学生寻找起来有一定的难度这一情况,教师可通过先展示文章基本脉络,提醒学生根据文章脉络以及对文章主旨的把握,结合自己在阅读之前对文章的预测,快速找出各段的key sentence,归纳各段大意。此外,教师还应通过限定阅读时间,及时纠正不良的阅读习惯等教学策略,来帮助学生养成良好的阅读习惯,培养快速阅读理解能力。

    2.精读部分语段,侧重培养快速捕捉文章重要细节的能力和猜测生词的能力。

    【设计思路】:本文的主要生词和重点细节主要集中在第二至第四段(特别是第二段材料)。因此,可引导学生通过查读第二段材料,找出人体每天必须摄入的六种基本营养成分及其来源和功能。此外,考虑到这六个词汇的知识含量较高,且难于记忆,故笔者在设计上作了一个小小的创新。即以表格的形式,让学生填写本文的重点细节,让学生在完成任务的过程中,体会各种营养成分来源的规律,为学会给未提及的食物作营养成分推测,培养信息归类能力,作好铺垫。然后再通过直观手段,以图片结合文字的形式,再次展现文章的重点单词与细节,激发学习兴趣,加深学生的印象,并为突破本文的重点与难点:“design a healthy diet and list your reasons.”打下扎实的基础。相对于第二段材料,

    第三段和第四段材料的生词量较少,且大部分生词通过使用各种猜词策略,就可理解他们在文中的意思。因此,可充分利用这两段内容,来培养学生的猜词悟义能力。具体可引导学生先通过推读生词所在语段,然后再以小组为单位,交流各自所使用的猜词技巧与猜词经验,来提高培养学生的猜词能力,最终获得独立自由阅读的能力。根据对教材内容的科学分析,确定本环节主要引导学生使用各种猜词策略(通过上下文、课文线索、词的形式、以及根据自己已有的知识等),猜测、理解“vegetarian”、“vegan”、“eco-food”、“organic food”、“green food and clean food”、“diet”、“supplement”等词在文中的意思。同时为加深学生对“green food”的理解,还特地引出绿色食品的标志。此外,还可在这一环节中适当处理一些语言难点(如 keep up with ,the same goes for ?及only 和as 引导的倒装句的用法),以上语言难点在 sb p131- p133 中,有详细的分析。因此,课堂上不必占用太多时间,应把重点放在引导学生学会在具体的语境中理解、体会这些词组、句型的用法。其它的一些语言难点可随机处理,也可通过练习的方式体现出来,让学生去课文中寻找答案,体会他们的用法。

    3.post-task:展示成果,交流成果的过程,语言实践能力的扩展与提高(9分钟左右)采用交际教学法和合作学习法,组织语言实践活动,完成本文的主题任务。达到从知识的巩固与运用到知识的扩展与创新能力的形成。

    【设计思路】:本环节要求学生根据自己对健康饮食的认识,发挥自己的想象力和创造力,以小组为单位,用英语为大家所熟悉的某一个人(如:自己或班上的其他同学或者本校的某位老师)设计一份“healthy diet”, 并列出设计的依据。由于pre-task 和 task-recycle两个步骤中的许多活动,已从各个方面,为学生顺利完成本活动作好了充分的准备,故学生完成这个任务的难度,估计不大。但为了更好地调动学生完成任务的积极性,本环节还特地以生动有趣的gif 动画和图片为学生提供了food groups。针对主题任务,本环节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学生互相交流学习成果的平台。旨在引导学生通过读的输人,提取、筛选和重组文章中的重要语言信息,并通过用英语进行交流,达到从课文知识的巩固到自身知识的扩展与创新能力的形成。针对学生在完成任务的过程中,可能会因词汇障碍的影响,而用普通话甚至闽南语进行交流,在这个活动中,教师应贯彻“教师为主导,学生为主体,任务为基础”的教学原则,在课堂教学的不同环节扮演自身作为“设

    计者,研究者,组织者,促进者,协调者”的角色,并“动态”地去发现问题,分析问题和解决问题,鼓励、督促学生坚持用英语作为课堂交流的语言。

    4. sum up and homework:课文内容的巩固、延伸与拓展(第四和第五两个环节预计只需1分钟左右)

    【设计思路】:课外作业主要以提纲的形式,呈现给学生。在“sum up”环节中,通过“diet cures more than the doctor.和the balanced diet is the best!”这两句健康英语谚语,结合播放《健康歌》,进一步加深学生对本文主题的理解。

    homework的内容包括以下几个环节:

    1) give a lecture on healthy food.

    2) make a survey about vegetarianism.

    【设计思路】:每个学习小组可根据自己的兴趣与爱好,自由选择其中一项任务,旨在尊重学生个性,给学生自由选择学习内容的空间,让其通过各种资源渠道,在原有知识的基础上获取更多关于healthy eating的信息,进一步延伸与拓展课文的内容,这也有助于结合课文内容,开展研究性学习,培养学生的自主学习能力。

    篇三:人教版高中英语必修1全部教案设计

    Unit 1 Friendship

    1.Teaching aims and demands

    1. Suggested teaching notes

    1). Analyses of the teaching contents

    This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about

    friendship, get to know the problems between friends

    and seek solutions, which makes preparations for the

    further teaching in topics, background and vocabulary.

    Pre-reading---The questions prompt students to think critically about

    friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too.

    Reading--- The diary by the Jewish girl Anne gave a glimpse of her life

    during her family’s shelter in Amsterdam from the German

    Nazis’ killing in world war 2. she treats the diary as her best friend, and

    in it reveals her longing for a normal life and close contact with nature,

    which helps her get through the days.

    Comprehending---It helps students further understand the text by doing multiple

    choices, questions and answers, and matching.

    Learning about language---It teaches the important expressions and structures and

    grammar: direct and indirect speeches.

    Using language---The two letters, listening, questionnaire design, letter writing and

    fun writing prepares students to further talk about friendship,

    especially the problems with misunderstanding, and unfriendliness,

    thus strengthening students’ abilities to practice language, discover,

    and solve problems.

    Summing up---It summarizes the whole contents of this unit from the aspects of

    topics, vocabulary and grammar.

    Learning tip--- This part encourages students to form the habit of writing a diary.

    Integrating skills--- The text introduces the way Hawaiians express friendship, to get

    students to realize the cultural differences in the values of

    friendship in addition its importance in all cultures.

    2) Making of the teaching plan

    This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

    3. Teaching plans for each period

    Period 1 Warming-up and Speaking

    1. Teaching objectives:

    1) Target language

    I (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……

    2) Ability goals

    a. Describe your friends in English

    b. Figure out the problems between friends and then find different ways to solve the

    problems.

    3) Learning ability goals

    a. To encourage students to think and talk about friends and friendship by using

    some phrases and structures.

    b. To learn to solve problems that may occur between friends.

    c. To cultivate the students to form the good habit of learning English in Senior

    Middle School.

    2. Teaching important points:

    a. Use the given adjectives and sentence structures to describe one of your

    friends.

    b. Learn to evaluate friends and friendship.

    3. Teaching difficult points:

    a.

    b. Work together with partners and describe one of your good friends. Discuss with partners and find out ways to solve the problems.

    4. Teaching methods

    a. Task-based teaching and learning

    b. Cooperative learning

    c. Discussion

    5. Teaching aids:

    CAI

    6. Teaching procedures and ways:

    Step 1 Lead-in and Warming-up

    Before the lesson, the t(本文来自:www.hnBoXu.COM 博 旭范文 网:高中人教版英语教案)eacher can arouse the students’ interests by showing a video of Auld Lang Syne.

    At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.

    1. How did you spend your summer holidays? How did you feel? What

    did you do in your summer holidays? What did you do in your spare

    time?

    2. What do you think of our new school? Do you like it? Could you say

    something about it?

    3. Do you like making friends? How do get in touch with your friends?

    Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?

    Step 2 Think it over

    1. Give a brief description of one of your friends. The following phrases and structures may be helpful:

    His/Her name is ……

    He /She is …… years old.

    He /She likes …… and dislikes ……

    He /She enjoys …… and hates……

    He /She is very kind/friendly/……

    When /Where we got to know each other.

    2. What types of friendship do you have? Please tick them out. Then fill in the blanks.

    girl friends boy friends pen friends

    long -distance friends friends of the same age

    e-friends (friends over the internet)friends across generations

    unusual friends like animals, books……

    1).______ is /are most important to you.

    2). You spend most of your free time with ____.

    3). You will share your secrets with _____.

    4). When in trouble, you will first turn to _____.

    Step 3 Make a survey

    1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.

    Tell your partner your standards of good friends by using the following structure:

    I think a good friend should (not) be……

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