Reflections on the teaching of cognitive time 1 1. Selection of teaching content;
The scientific activity "Understanding Clocks and Watches" in the big class is an activity this semester. The purpose of this activity is to guide children to know clocks and watches, the names and uses of the hour hand and the minute hand, so that children can understand the operation law of the hour hand and the minute hand and know the whole hour. Stimulate children's interest in observing things around them and exploring problems; Let children know how to cherish time and life through activities.
Second, the reflection on the teaching process:
Advantages:
Preparation stage: ① In order to let children participate in activities more actively, in the knowledge accumulation stage, I give full play to the positive role of parents, let children have a preliminary understanding of clocks in advance, and let children bring their own clocks to provide services for teaching. (2) In order to improve children's interest in learning, I adopt advanced teaching methods and courseware, so that children can grasp the teaching purpose more intuitively and actively while maintaining their interest.
Implementation stage: In the activity, I adopted several teaching methods, such as guessing discussion, exploring operation, discovery, games, speaking and learning. Reflecting on the whole activity process, I think the activity is basically successful. In the process of active inquiry, children's ability has been improved and their body and mind have been developed, which is mainly reflected in:
First, the presentation of knowledge is combined with the reality of children's lives.
It is pointed out in the outline that the goal of science education is "to be interested in the things and phenomena around you, to have curiosity and thirst for knowledge." Can express and communicate the process and results of exploration in an appropriate way. " Science teaching should be based on children's life experience and existing knowledge background, and provide them with opportunities to fully engage in scientific activities and exchanges. First of all, I use soothing music to form a relaxed atmosphere for activities. When knowing the clock, prepare enough materials for children to explain the versatility and universality of the clock in daily life, so that children can fully feel that the clock is around their lives. Knowing the clock is of great help to study and life, thus stimulating children's interest and motivation in learning and promoting children to actively explore new knowledge.
Second, provide children with opportunities to observe, think, discover and express.
Scientific knowledge, ideas and methods must be recognized, understood and developed by children in practical activities, rather than simply relying on teachers' explanations. In order to embody the new teaching concept, I consciously guide students to imagine freely and speak boldly. Through cooperation and communication, guide children to know the clock and let them consciously master the concept of time.
Third, the teaching and learning methods that reflect the interaction between teachers and students and the interaction between students.
In practice, children's hands-made clocks and watches and other practical activities not only stimulate their interest in exploring things, but also cultivate their observation and hands-on operation ability.
Insufficient:
The flow of this activity is designed according to the age characteristics and actual acceptance ability of large class children. In the activity, the children and teachers are truly integrated, and the activity effect is good. But there are still some shortcomings in the teaching process:
First, teachers are not skilled in using courseware, because they are novices in courseware teaching.
Second, teachers' teaching attitude is natural and generous, with affinity, but their adaptability, that is, educational tact, needs to be further strengthened in future teaching.
Third, the last link, let the children record the time, it is best to let the children dial first, and then pass the courseware verification.
Reflections on the teaching of cognitive time II. The teaching of knowing time is to further understand the time on the basis of knowing the clock in the first volume of senior one, which is a difficult point this semester. The teaching goal of this lesson is to let students identify the reading time with the method of 5 points and 5 points, and know that 1 is 60 points through actual operation. Because time is a very abstract concept, it is difficult for students to understand. Therefore, in teaching, I pay attention to creating opportunities to design students' hands-on links, and use the resources of multimedia courseware to assist teaching to help students better understand the concept of time.
First, design vivid, intuitive and effective multimedia courseware teaching
Nowadays, the application of multimedia courseware in teaching is becoming more and more important. A good courseware can often make students master knowledge more vividly and intuitively. Therefore, at the beginning of teaching, I use the "tick" sound of the alarm clock to draw out the familiar clocks of students, show the pictures in mathematics in life, let students feel the relationship between time and life, and improve their interest in learning mathematics. The new teaching part is divided into these levels: first, a clock face is displayed on the screen, so that students can clearly see that there are 12 numbers, hands and squares on the clock face. Let the students know that the number 12 divides the clock face into 12 big squares, and each big square is divided into 5 small squares. Then, by demonstrating the process that the hour hand walks a big grid and the minute hand walks a small grid, students can clearly understand the time and minutes. Then through the animation demonstration of the courseware, the color changes, the hour hand takes a big step and the minute hand just takes a week, so that students can draw the conclusion that 1 is equal to 60 points, which breaks through the important and difficult points of this lesson.
Second, improve the effectiveness of classroom teaching
Students constantly master new knowledge in mathematics learning, but some knowledge depends on teachers' inculcation, and students' repeated mechanical training consumes a lot of time and energy, so students may not be able to master it well. In teaching, I think we should give students more time to explore and communicate by themselves. Therefore, in this class, I pay attention to follow the age characteristics and cognitive rules of junior students, create situations from the reality of students' lives, and guide students to actively participate in the formation of knowledge. Design various activities for students to watch, speak and do, and let students learn actively. For example, I organized a clock-adjusting activity to let students set the clock face according to the teacher's requirements. When the teaching time is 1 hour =60 hours, students can clearly understand the time-sharing relationship through intuitive physical operation. Through practical operation, students' interest in learning has been improved, and their knowledge and understanding of time have been further strengthened.
However, although I designed the activity of setting the clock, the form of setting the clock is relatively simple. The teacher always says that students set the clock. In fact, teachers can let students cooperate freely: one person tells the time, another person sets the clock, or another person reports on the clock face, so that students' participation will be higher, and at the same time, students' cooperative communication ability can be cultivated.
Third, constantly improve teachers' language art.
The time for a class is limited. In class, teachers should grasp every minute to make students learn more effectively, which requires teachers to be concise and clear in teaching language. But I didn't do it well enough. The teaching language is not concise enough, and the guidance is not meticulous enough, which makes the validity of time uncertain, leading to the hasty end of the class before it is finished.
In short, trust students and let them learn whatever they can; Let students do what they can; Let the students talk about anything they can. Let students really participate in classroom learning and be the masters of learning.
Time teaching reflection 3 1 makes your classroom more real.
The so-called truth should be the cognitive starting point to face the truth of students and show the real learning process. In other words, students' learning foundation can't be ignored, and students can't be treated as blank paper and containers. Describe and instill at will. More can't be obsessed with teaching plans, ask and answer. Lead students by the nose, so that we can teach "people" to teach "death", which is why we are required to prepare lessons for students. Although the second attempt has no obvious review trace, it is actually based on the students' existing life and knowledge, acknowledging their knowledge and skills, thus arousing students' * * *.
2. Get your class moving.
This is what "interaction" means. One sentence impressed me deeply: "A good math teacher should create a vivid math situation and an equal dialogue situation. In this discussion or exchange, equal spiritual exchange and knowledge exchange can achieve better teaching results. " In the second class, I communicate with students in the form of life and dialogue, and students actively participate in learning life to make the classroom more energetic.
3. Make your class full of patience and wisdom.
In fact, the classroom is full of energy. Every lesson is a life course, which cannot be preset or copied. We should impress our children with your class. Therefore, teaching design before class becomes important. Prepare lessons comprehensively, deeply and conscientiously. Without comprehensive and meticulous design when preparing lessons, there will be no effective guidance and dynamic generation in the classroom. Without a plan before class, there is no relaxation in class. We can only use the wisdom and patience of teachers to guide students, so that they can acquire healthy personality and excellent quality while acquiring knowledge.
4. It is also the deepest experience. The choice and application of situation plays an important role in mathematics teaching.
It is an effective way and means to urge and guide students to actively participate in autonomous inquiry learning. The creation of some situations may only be a beautiful picture for students to enjoy, but it can't ignite the fire of students' desire to explore. For example, the scenario diagram in exercise 1 It is just a simple demonstration tool, which has little effect and the teaching effect is not obvious. But also can be passive. The new curriculum standard points out that the learning content provided to students must be realistic, meaningful and challenging, and the practical significance is different for primary school students of different ages. For the lower grades, it means more things or things, colors and sounds that are directly related to you. Animation is their favorite content, so I chose the slide teaching method, and used the animation with a strong sense of modernity and the most sensational at present as bait to stimulate their inner desire to explore actively.
Therefore, teachers should be good at connecting with students' real life, creating situations where problems arise, and transforming abstract mathematical knowledge into mathematical facts that students can experience. Awaken students' learning potential. Fly the wings of students' imagination. Give students the space to express themselves freely and give them a novel, beautiful, childlike and spiritual math class.
Reflections on the teaching of knowing time "knowing time" in grade two is a very important content in junior high school mathematics teaching, and it is also a very practical mathematics knowledge. I studied on the basis of knowing the whole hour and half an hour in senior one. In practical teaching, I found that with the widespread use of electronic clocks, many students are rarely assigned the task of identifying clocks by their parents, and they have forgotten the knowledge of clock faces they have learned before. Therefore, there are obvious differences in students' recognition of clock face time. To this end, I found problems in teaching and reviewed the old knowledge in time: knowing the clock face, knowing what the clock face is made of and what it means, and there are several big squares on the clock face, reviewing the whole time and half an hour, and teaching how to recognize and read after arousing students' memories of the old knowledge.
Because time is a very abstract concept, we should pay attention to combining students' life situations in teaching, so that students can make use of their existing life experiences and better understand time. Review the whole process and half a time, with the help of news broadcast that children are familiar with. Later, when practicing reading time, I also combined the children's life scenes at school.
When learning the minutes corresponding to the number 12 on the clock, guide the children by counting. A faster way to calculate the number of five is to use the multiplication formula of five. How to treat the clock time of "when and where" is the focus and difficulty of this lesson. When teaching, first show three clock faces, only show the hour hand, hide the minute hand, let the students observe the similarity of the hour hand position, and let the children find that the hour hand is between 4 and me. In order to facilitate observation, lengthen the hour hand and find that it is more than 4 o'clock, more or less. Let the children estimate it first. Because the questions I asked before the inquiry were not clear enough, and the students' questions were not clear enough, it is a pity that the children's inquiry was not deep enough.
When the clock is just past one o'clock or below one o'clock, think about how long it is now, how long it is, or how late it is, and then read the scale pointed by the minute hand correctly ... On the basis of students' free speech, the teacher made appropriate comments and supplements, and finally summed up the method of reading time: when the hour hand passes the number, the minute hand moves from 12 for a few minutes.
This lesson is a lesson experienced by our whole second-grade math teacher. The initial discussion before class, the polishing of two trial lectures, and finally integrated into such a lesson, which incorporated the teaching thinking points of each of our teachers and broke through the key points and difficulties in teaching design.
Reflections on the teaching of knowing time 5. Knowing time is a further study on the basis of knowing clocks and watches in the last semester of Senior One. The goal of this lesson is to let students correctly read and write the time represented by the hour hand and minute hand on each number, know the numbers of 5 points and 5 points, and know that 1 hour is 60 points, so as to cultivate students' awareness and habit of cherishing time. Because time is a very abstract concept, it is difficult for students to understand. Therefore, in teaching, I use multimedia-assisted teaching to help students better understand the concept of time.
Although this class has gained a little, it also has some shortcomings.
1, this lesson is based on the knowledge of clocks and watches in the first volume of senior one, and at the same time lays the foundation for studying hours, minutes, seconds and related calculations in the future. In the teaching of this class, some children can't count five places and rely on their fingers to complete this process. So it is difficult to teach these students.
2. Students often make mistakes when reading time, such as 1 1: 45 and 4: 55, which are also difficult for students. The hour hand is close to a large number, and students tend to take such large numbers as 8: 45 and 5: 55. There are also three minutes when the minute hand points to the number 3 and eight minutes when the minute hand points to the number 8.
3. Students have too little time and space for hands-on operation. Only a few students are allowed to ring the bell on stage, and students are not allowed to use school tools to communicate with each other.
Reflections on the teaching of knowing time. The teaching of knowing time is to further understand the time on the basis of knowing the clock in the first volume of senior one, which is a difficult point this semester. The teaching goal of this lesson is to let students identify the reading time with the method of 5 points and 5 points, and know that 1 is 60 points through actual operation. Because time is a very abstract concept, it is difficult for students to understand. Therefore, in teaching, I pay attention to creating opportunities to design the links that students understand themselves, and use the resources of multimedia courseware to assist teaching to help students better understand the concept of time.
First of all, in the teaching process of the new curriculum, the language is too verbose and repetitive, and questions and answers are too frequent, which seriously affects the teaching time. Therefore, in the future teaching process, we should repeatedly consider every question and interlanguage before class to be concise and clear. Before putting forward any requirements and assigning any tasks to students, we must make it clear that students will be able to complete the tasks better and the classroom will be more efficient.
Then, in teaching, I understand that we should not only rely on the teacher's teaching, but also give students more time to explore and communicate on their own. However, in the teaching design of this class, there is a phenomenon that students are less likely to learn actively. In this class, all kinds of activities are designed for students to see, say and do. However, this part of student activities designed with school tools is a little less, and students' school tools are not fully utilized. In fact, teachers can let students cooperate freely: one person says the time, another person dials the clock, or one person dials the clock, and the other person says the time on the clock face, so that students' participation will be higher, and at the same time, students' cooperative communication ability can be cultivated.
In short, trust students and let them learn whatever they can; Let students do what they can; Let the students talk about anything they can. Let students really participate in classroom learning and be the masters of learning.
Reflection on the teaching of knowing time 7 Time is a very abstract concept. "Knowing time" is a further study on the basis of knowing clocks in the first semester of senior one. Today, Teacher Qi leads out the clock by guessing, and then teaches according to Xiaohong's daily schedule. Teacher Qi made a courseware which is very suitable for junior students. Through the flashing of images and color effects, the students learned that the number 12 divides the clock face into 12 large grids, and each large grid is divided into 5 small grids. Then, through the dynamic demonstration of the process of walking a big grid with an hour hand and a small grid with a minute hand, let the students clearly understand the time and minutes. Then, through animation demonstration and color change, the hour hand walked a big grid, and the minute hand just walked for a week. Let the students draw 1 equal to 60 points, which will better break through the difficult points in this lesson. Teachers pay attention to listening to students' conversations, inspiring and guiding students to divergent thinking. When they know 35 o'clock, the teacher can guide the students to find a simpler way. Students found that when the hour hand points to 6 o'clock, it is 30 minutes, then it points to 7 o'clock, it is 35 minutes, which causes students to think positively. In teaching, Mr. Qi fully gives students the right to speak. Almost every time he comes out, he asks students to tell how he saw the time, so that each student can tell how he saw the time and deepen his impression. Students' expressive ability in class is also a major feature. It can be seen from the excellent expression ability of children that teachers attach great importance to students' oral expression ability in normal classroom teaching.
In class, I feel it is a pity that many clocks in the teacher's courseware are not accurate clockwise. Although the first-year students can't see or understand, the rigor of mathematics requires us to be more careful. At 9: 55 in the teaching, students have been able to judge that the minute hand points to 1 1, which is 55 minutes. Should we focus on solving the specific problems of the hour hand?
I also have an idea here, because I have heard a lesson from Mr. Qi before, so I know that many exercises in this lesson are actually unfinished. In the previous class, Mr. Qi didn't give students much time, and it was also because many students had difficulty in expressing themselves that the teacher helped them. Later, the rest of the practice time increased, but the basic knowledge was not well implemented. This time, Mr. Qi gave the students plenty of time to express their knowledge, but they lacked some practice and consolidation. How do we teachers deal with this situation in class? Is it to complete the integrity of the class or to talk about what to do according to the needs of students in the classroom?
Reflection on Cognitive Time Teaching 8 The content of the cognitive time textbook is arranged to take 5 minutes and 5 minutes of reading time. Through practical operation, we know that 1 hour =60 minutes. According to the contents of the first volume of senior one, the understanding of time in the teaching materials is arranged in the order from special to general and from simple to complex. This arrangement not only conforms to children's cognitive rules, but also conforms to people's experience and habits of knowing time.
Through the study of senior one, the students learned that there are hour hand, minute hand, 12 number, 12 big square and 60 small squares on the clock face; Be able to know the whole time and half time, and know how to know the whole time and half time. On this basis, guide students to learn to know the time of 5 o'clock and 5 o'clock. 1 hour =60 minutes. Students are easier to master.
Because time is a very abstract concept, we should pay attention to combining students' life situations in teaching, so that students can make use of their existing life experiences and better understand time. For example, the introduction of the second class at 9: 30 and the expansion of the arrangement of children's work and rest time in the application enable students to estimate the time range according to the situation map and their own life experience, so that students can realize that mathematics comes from life and is closely related to life, thus enhancing students' interest in knowing time. By asking open questions, let students produce their own opinions on the basis of independent thinking, and then discuss, analyze and explore the generation of students through group cooperation and communication. For example, 8: 15 in teaching. In teaching, students can know the time clearly and accurately by using physical clock, clock face model and multimedia intuitive demonstration. For example, when teaching the cognitive time of 5 minutes and 5 minutes, students can have a clear understanding of the time-sharing relationship through intuitive physical operation by looking at the shadow on the clock face when teaching 1 hour =60 hours. When recognizing the minute hand, walk in a small space for one minute, walk in a large space for five minutes, and recognize the reading time for five minutes. Use multimedia intuitive display to improve students' interest in learning and break through difficulties. In the expansion and application, it not only consolidates new knowledge, but also edifies students with moral education that cherishes time.
Disadvantages of such courses:
1, the blackboard writing in teaching is not standardized enough, and the two writing methods of time in each clock mode are incomplete.
2. When teaching 1 hour =60 hours, the questioning language is not accurate enough, and the ideal effect is not achieved.