First, create a situation to stimulate interest.

The "Primary Mathematics Teaching Syllabus" clearly states that primary mathematics teaching must start from students' real life and design interesting and meaningful activities so that they can learn and use mathematics from familiar things around them. Therefore, math teachers should be good at communicating the relationship between math knowledge and real life, creating problem situations close to students' real life, and gradually abstracting the problems in life into math problems.

Teacher Fei uses the familiar scene of the Spring Festival Evening to let students intuitively understand the existence of "seconds" in life and help students understand the abstract concept of time. Let students feel the length of "1 second" and stimulate their interest in learning.

2. Explore with practice.

An important feature of mathematics is abstraction, and the abstraction of mathematical content is ultimately formed by refining the content of life. Some abstract mathematical knowledge has a large number of concrete "prototypes" in life. Teacher Fei asked the students to look around and see where they had seen "Er". Make students have a preliminary understanding of various clocks and watches.

Practice shows that learning new knowledge from real life is easier for students to accept and understand if new knowledge can be found in real life.

3. Give students enough time to explore and increase the space for exploration.

Students need to observe carefully, compare and guess repeatedly, think independently, summarize, analyze and sort out in the process of inquiry. All this takes time to ensure. Let students "explore independently, cooperate and communicate" to acquire knowledge and learn to learn, which has become * * * knowledge. Therefore, we should encourage students to explore boldly in a more free environment, so that students can truly become the masters of learning. Teachers only wholeheartedly create the environment and conditions for them to play their autonomy and initiative, and create opportunities and stages to fully display their creative thinking.

Teacher Fei designed a link between deskmates to talk about what seconds have. Through deskmate communication, the students found out.

The longest clock face is the second hand.

In the whole process of inquiry, the questions are open, the goals are clear, the thinking is divergent, the operation is free, and the students are always active. In this way, students really understand and master mathematical knowledge, mathematical ideas and methods in the process of independent inquiry. At the same time, the experience gained in this process is helpful for students' further study.

4. Let students experience the inquiry process.

The famous mathematician Paulia said: "The best way to learn any knowledge is to let students discover it themselves. Because of this discovery, it is the deepest understanding and the easiest to grasp the internal laws and connections. " And exploring by yourself is to let students explore with their own way of thinking according to their own experiences.

For example, in the teaching of "Know 1 sec", I ask students to guess what you might do in 1 sec by observing the movement of the second hand, and try it for themselves to experience the actual meaning of "sec". Finally, through various forms of activities, students can experience it again without the assistance of the clock face, thus forming the initial concepts of 1 and 1 sec, which is the value of students' experiencing mathematics. When "second" is mentioned, it is no longer a meaningless concept of time in students' minds, but is related to real situations such as counting, clapping, blinking and looking back. And students' understanding of "second" has clear and specific situational support.

Learning mathematics through "experience", giving full play to students' main role and making mathematics closely linked with real life are important ways to cultivate students' innovative consciousness and practical ability.

In my opinion, the shortcoming is that after students observe the learning tools, Mr. Fei shows that "the time for the second hand to walk a small square is 1 second" and "the fastest on the clock face is the second hand". Students can only come to such a conclusion after observing the real clock, but some students have insufficient life experience. It is suggested that teacher Fei come to this conclusion after playing multimedia courseware or showing students the real clock.