This week, we learned about the hour hand, minute hand and second hand, and learned the advanced conversion between time units. I first moved to the small wall clock demonstration at home, and took the students to adjust the time with Jason Chung and practice in blocks. Even so, two students can't tell the three needles, and three or four students can't tell the time. Sitting there thinking, upset, the pen stopped in the notebook unconsciously drew a lot of confusion. Suddenly, an idea flashed through my mind. Since I am not sensitive to the clock in the teacher's hand, let's draw a clock together. In the process of painting, I will naturally notice the different characteristics of the three needles, such as 12 large scale, 60 small scale and so on …

I entered the classroom two minutes early and sampled some exercise books, but I still made mistakes. I was helpless and a little angry, and my classmates looked at me a little. Just say hello. After sitting down, I said, classmates, this week, we got to know clocks together and learned to tell the time. How about we draw a clock ourselves today? I heard that I was going to draw clocks and watches, and everyone was very excited and eager to try. "Come on, the first step is to draw a circle with a point in the middle." "There are 12 squares on the clock. Let's first determine the positions of 12 and 6, and determine the positions of 3 and 9 in the left, middle and right. Then mark 1, 2, 4, 5, 7, 8, 10,1." "Who will tell me how many small cells each big cell is divided into?" The students scrambled to say five loudly. Very good. Now let's divide each big cell into five small cells. "it's over!" Students who never write in class in the future will draw first. "Count how many carriages there are in a * * *!" "60!" The clock was quickly drawn. "Now everyone tells the deskmate a time, marks the clock and pays attention to the characteristics of each needle. Start the group presentation in two minutes! " ..... In this way, a class ended unconsciously, and everyone was particularly devoted, even the two most naughty students were particularly active.

Pupils are in the transition stage from concrete thinking in images to abstract logical thinking, which is very intuitive. It is difficult for them to understand the indirect experience of teaching with the help of language, but they can easily accept the mathematics teaching content that they have directly seen and practiced by themselves. Therefore, mathematics class should provide students with a lot of rich sensory materials, especially strengthening hands-on operation to help students understand and master mathematics knowledge, and the classroom effect may be better.