Understanding the time teaching plan 1 teaching content: the content on page 8 1 of the textbook.
Teaching objectives:
1, when will students read and write?
2. Let the students know that 1 =60 points.
3. Through observation, operation, thinking, discussion and other activities, initially cultivate students' awareness of inquiry and cooperative learning.
4. Cultivate students' awareness and habit of cherishing time.
Emphasis and difficulty in teaching: how long does it take students to read and write, and how many minutes; Let the students know that 1 is 60 points.
Preparation of teaching AIDS and learning tools: wall charts, clock models and watches.
Instructional design:
First, question life and introduce new lessons.
Students, each of us has our own rules of life. Can you tell us something about your schedule? (Students report and the teacher writes the relevant time on the blackboard)
It seems that all students can use the whole hour time we use or what time is half past, and some students use time like 7: 20. Can you read the time correctly on the surface? Please look at it. It's time for Xiaohong to have lunch. Do you know how much it costs?
Students have different views on this time, so how can we correctly interpret this time? Let's learn more about this period of time in this class, shall we? (blackboard writing: knowing the time)
Second, independent inquiry learning:
1, knowing the clock face:
To understand this time, we must first understand the surface of the clock. Please carefully observe the clock face in your hand or the clock face of the school furniture and talk to each other. What do you see on the clock face?
(Group observation report: there are an hour hand and a minute hand on the clock face, and there are 12 large squares. Each large square has 5 small squares, and the number is 12. )
2. Know for a few minutes:
Students all know that the hour hand is used to record time and the minute hand is used to keep score. Do you know what time it is when the hour hand reaches 1? How much did the minute hand go? Is it 1?
When the hour hand goes to the big grid, it is 1 hour, and when the minute hand goes to the small grid, it is 1 minute.
What is the minute hand that walks a big grid? Why?
Now, please count in groups and calculate. 12 What is the minute hand to each number?
In other words, how many minutes is a lap? (60 points) Can you quickly remember how many points each number represents?
3, know 1 =60 points:
Now, please watch the minute hand walk once. What will happen to the hour hand?
When the minute hand turns once, the hour hand takes a big step.
How much is it for a minute hand to walk around? (60 minutes), what time is it when the clock moves one square? (at 1)
What is the relationship between 1 and 60 points? (equal)
Blackboard: 1 hour =60 points
Summary: Just now, the students got to know the clock face and learned when and how many minutes the hour hand and minute hand represent from 12 to each number.
4. Study time:
Do you know what time Xiaohong has lunch now? Would you like to introduce your method to your classmates? Let's talk in the group first. What do you think?
5. Introduction method:
Our method is: 12 when the hour hand points to 12 and 10 when the minute hand points to 2, so it is 12. This classmate's method is to look at the hour hand first and then the minute hand. Who wants to talk about your method?
6. Summary:
From the introduction of the students just now, the teacher learned the way to look at the time, that is, look at the hour hand first, then look at the minute hand, how many squares are separated, right?
Exercise: Can you read Xiaohong's schedule like this?
Fourth, consolidate exercises:
Students can read and write time correctly. Let's do exercises and see who learns best.
1, the time on the clock face.
2. Relationship
3, dial the table practice.
4. Do you want to know the teacher's schedule? Can you leave this time on your watch? Just try it. I have my first class at 7: 45 in the morning and get off work at 1 1: 05. Class begins at 2: 40 pm and ends at 5: 30 pm.
5. Work together at the same table. Each student says a time, and the other student sets aside time.
Five, the class summary:
What did you learn today? How did you learn it?
Understanding Time Teaching Plan Part II Activity Flow:
1, review and consolidate: 1-7 ordinal number, 2-6 adjacent number.
(1) Review the digital dolls with ordinal number: 1-7 (out of order), and ask the children to help group the digital dolls into groups from small to large, and tell which digital dolls are the first, the second ... the seventh, and the teacher will use capital letters.
(2) Consolidate the number of neighbors: play the game of "Digital Dolls Find Neighbors".
For example, the teacher asked in the tone of a digital doll, I am 2, a few neighbors. Please help me, help me find a good neighbor. Children can answer two, two, two, your neighbors are one and three, and one and three are your good neighbors.
2. Newly awarded: Know the time "week" and understand its sequence and periodicity.
(1) Listen to the fairy tale "Weekend Mom and Children". After the first oral story, the teacher asked questions. What is the name of this fairy tale? Who is this story about? (The teacher shows a picture of Zhou's mother) What does she want? After the children answered, the teacher explained that the new content of this lesson was to know "Zhou" and asked the following questions. How many children did Zhou's mother have in succession? What did she name the baby? What color clothes to wear? Ask the children to listen to a story.
Listen to the story again.
Show the pictures of Zhou Doll while talking (disrupting the order from Monday to Sunday), and then ask the children to answer the above questions.
What needs to be emphasized is: Who is mother Zhou's first child? Who's the second child ... who's the last child? Let the children line up for Sister Zhou, and make clear the order of the week.
(3) turntable game: find neighbors (the teacher demonstrates turning the turntable, and then you can ask individual children to operate it)
Rules: After turning the turntable, the pointer points to the X week. Please tell the children about the two neighbors in the X week (for example, Tuesday, the neighbors of Tuesday are Monday and Wednesday). The game is repeated 4-5 times.
Recommended reason: Who are the neighbors on Sunday (intended to break through the difficulty of periodicity of a week and let children have a clear sense of periodicity, that is, there are seven days in a week, one week ends and the next week begins)
Goal:
Review and consolidate the ordinal number of 1-7 and the adjacent number of 2-6.
Understand the time "week", understand its sequence and periodicity, and initially form the concept of "week".
Stimulate children's interest in time and actively, actively and happily participate in learning activities.
Prepare:
Teaching AIDS and learning tools: several sets of operation materials of the week turntable (the same as the number of children's groups), and the fairy tale "Week Mom and Children"
Preparation of children's knowledge and experience: learn the ordinal number and neighbor number inside each other, and have a preliminary understanding of the time concept of "week" through calendars and desk calendars.
Understand the design concept of time lesson plan part three;
The combination of knowledge presentation and real life can make students fully feel that time is around their lives, and knowing that time is of great help to life, on the other hand, it can also improve students' interest in learning mathematics. Mathematics Curriculum Standard points out that the teaching of mathematics knowledge is based on students' existing life experience, and it is necessary to link mathematics knowledge with students' daily life practice. The learning process of students is an independent, cooperative and inquiry learning process. Starting from students' life experience, learning mathematics in vivid and concrete situations. Because time and moment are abstract concepts, according to the characteristics of learning content and the spirit of curriculum standards, I try to embody hands-on practice, independent exploration, contact with life, cooperation and exchange, and everyone's participation in design teaching.
Analysis textbook:
The arrangement of knowing the teaching content of time is to read the time with the method of 5 minutes and 5 minutes. Through actual operation, it is known that 1 is 60 points. 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, which conforms to children's cognitive laws and people's experience and habits of reading time through watches.
Analyze students:
The teaching of knowing time is based on students learning clocks in the first volume of senior one. Through previous study, I have mastered some knowledge of clocks and time, such as knowing that there are hour hands and minute hands on the clock face; A number with 12; There are 12 large communities and 60 small communities. And have mastered how to look at the whole time and half a time. I believe it won't be difficult for students to master the content of this lesson.
Teaching objectives:
Knowledge and skills: 1. Let the students read and write for a few minutes.
2. Let students know that 1 is 60 points.
Process and method: Through observation, operation, thinking and discussion, students' awareness of inquiry and cooperative learning is initially cultivated.
Emotional attitude and values: cultivate students' consciousness and habit of cherishing time.
Teaching emphasis: the first level is to read the time with the method of 5 minutes and 5 minutes. Through actual operation, it is known that 1 is 60 points. The second level is to read the time by 1 and 1 on the basis of 5 points.
Teaching difficulties: reading 1 minute; It's almost time.
Teaching preparation:
Teaching aid clock, clock face (4) painted on paper and time card (4).
Learning tool clock model
Teaching methods: demonstration, observation, operation, explanation and cooperation.
Teaching process:
1, creating a situation, riddle introduction:
Teacher: Hello, class!
Student: (Qi): Hello, teacher!
Teacher: I am very happy to study with my classmates today! Are the students happy?
Health: Happy!
Teacher: Let's see which student sits best and listens most carefully.
Teacher: Students, do you like riddles?
Health: Yes.
Teacher: The teacher will tell you a riddle and guess which classmate is the cleverest.
I have a good friend who can walk without legs and talk without mouth. He will tell me when to get up and when to go to bed. Please guess who is a good friend?
Health: alarm clock.
Teacher: You are so clever. This is our old friend. We met last semester. Do you know what it can do for us?
Health: Tell us the time.
Teacher: Yes. In this lesson, we will review the time.
Write on the blackboard: Know the time.
2. Review on the hour and half an hour.
(1) Teacher: Who can tell me what is on the clock face?
Health: There are 1 12 numbers, including the hour hand and the minute hand, and there are 12 squares, each with 5 squares and 60 squares.
Teacher: We studied for a few and a half hours last term. Please set aside eight hours, and then write it on paper in two ways, referring to a student's performance.
Teachers patrol, guide and correct.
Teacher: Tell me how you dialed.
(2) Teacher: It's time for students to grow up and get enough sleep. The teacher reminds you to get ready for rest at 8: 30 every night. Please set aside this time and write it on paper in two ways. Refers to the performance of a student. Students write the time and communicate at the same table after writing.
Division patrol, guidance and collective correction.
Teacher: The students are very clever. Just now, when I said half past eight, the students understood what the teacher meant. 8: 30 is our idiom, and 8: 30 is written language. Your mother reminds you to learn to say such things in class: it's half past two, son, go to school quickly. I won't say it. It's 2: 20. Go to school. That sounds a little awkward. 2: 30 is an idiom and 2: 20 is a written expression. Students will listen. Can they read it? Can you read the time on the clock?
The teacher dialed 2: 20.
Say the name first, then say it together.
3. Review 1 = 60 points.
The teacher dialed 12 and asked: What time is it?
Health: 12 hours.
Teacher: Please observe carefully the changes of the hour hand and minute hand (dial 1 hour).
Health: the hour hand walks a big grid and the minute hand walks a circle.
Teacher: One big step clockwise.
Health: 1 hour.
Teacher: Go in minutes 1.
Health: 1 min.
Teacher: Go in minutes 1.
Health: 5 points.
Teacher: It's right to walk once every minute.
Health: 60 points.
Blackboard: 1 hour = 60 points
4, hands-on operation, review and consolidate.
(1) The teacher allocated time (8: 4010: 451:551:17), and the students answered.
(2) When the teacher tells the time (1: 46 2: 27 3: 15 5: 55), the students set the clock face.
(3) deskmate interaction: one person tells the time and the other sets the clock.
5. The teacher calls 10: 05 to let the students talk and write. Refers to a student's performance and review.
Emphasis: the number of points should be two, and those less than 10 should be 0.
For example: 10: 05, if the score is less than 10, we will write 0 first and then 5.
6. Game consolidation time. understand
Teacher: The students study really hard! Let's play the game of finding friends together. When the teacher says to start, please ask the students with electronic watches to go to the front to find the clock face with the same time in your hand and stick it together, and you will find a suitable friend for the clock. Let's sing a song about finding friends for them. Let's go! (Students play games)
Summarize when you find it, and applaud to encourage you to find the right classmate.
7. Feel for a minute
Teacher: Let's have an interesting activity and give you 1 minute to see how many words you can write in this 1 minute. Take out Chinese books and grid books and copy the vocabulary. Teacher: Are you ready? All right! Here we go.
Teacher: Well, it's time. Please tell me how many words you wrote in 1 minute. )
Teacher: You all try to do one thing in 1 minute, so how do you feel about 1 minute compared with a class?
Teacher (summary): Today, our class time has passed and we will never come back. Time is really gone forever. Time is very precious to each of us. I hope that students will make good use of time, cherish time and be the little masters of time in the future.
Reflection after teaching:
1. This class can start from the reality of students' lives and make students feel that mathematics is around. Teachers don't teach for the sake of teaching, but follow students' age characteristics and cognitive rules, carefully design and let students know how to learn mathematics well to solve problems in life.
2. Make full use of independent, inquiry and cooperative learning methods, and at the same time pay attention to ideological and moral education and the cultivation of good behavior habits, which promotes the all-round development of students.
3. This is my first time to attend an open class, so I was so nervous that I made a mistake in class: I took 5: 55 as 6: 55. Although I corrected it in time, I still need to practice similar questions more, because this is also a mistake that students are prone to make.
4. When the teacher demonstrates, first of all, remind the students to pay attention to observation and make the questions clear.
5. Be conscious in class and have the ability to respond in class.
Understanding Time Teaching Plan 4 teaching material analysis:
The teaching content of this lesson is part of the exercises of textbook 90-9 1 page 1 example 2 and exercise 23. Textbooks are mainly divided into three levels: knowing the time unit "minutes", knowing half the time (and understanding the relationship between time and hours), and knowing when and how many minutes. At the first level, students learn to use the multiplication formula of 5 to convert with large grids by intuitively demonstrating the corresponding relationship between minutes and clock faces; The second level is mainly to understand the relationship between time and time, and at the same time recognize the time and half of a special moment; The third level, through a set of dynamic clocks, perceives the reading strategy of when and how many minutes as a whole, breaks through the difficulties and sorts out the methods. Mainly learn how to count five points and five points, and understand the relationship between time and time. Half-time is just one of the special moments. In teaching, students should be given more opportunities to observe and practice, so as to lay a foundation for further learning to identify reading time one by one.
Learning objectives:
1. In counting, filling in numbers, talking and other activities, I know the time unit, and the minute hand is 1 and the minute hand is 5. I am familiar with the numbers from 12.
2. Understand the relationship between time and minutes through the demonstration of the teaching aid clock and the verification of students' self-setting, and know that 1 hour =60 minutes.
3. Let students read and write correctly through speaking, dialing and writing activities.
Assessment task:
1. Be able to fill in the first part of the study list correctly and calculate the time in the 5-minute and 5-minute oral session.
2. By observing the demonstration of the teaching aid clock and verifying the self-designed clock, we can accurately say that the minute hand has walked a circle and the hour hand has walked a big grid, and then we know that 1 hour =60 minutes.
3. After collective communication, I know exactly how many hours the hour hand is and how many squares the minute hand has passed from 12. I will express the time in two ways.
Teaching process:
First, dialogue import
Teacher: The bell is ringing. It's time for class. Do you know the time? how do you know What else is on the clock face? Who can introduce it?
Teacher: It's amazing that the students have learned so much about time! In this lesson, we will continue to learn about knowing time (blackboard title: knowing time).
Second, the understanding of time unit point
Teacher: Time passed before you knew it. Do you know the time at this time? Then how do you know?
Teacher: ① The hour hand points to 8, right? Wait, 2S, let's see. It's a little too much. It's a little after 8 o'clock, isn't it? Let me see, it's true. You've observed it carefully.
Where is the minute hand? The minute hand points to 1, 5 points. what do you think? Let's count together: the minute hand starts from 12, "occupying a small space is 1", (blackboard writing). Two squares is two points, three squares is three points, you count, you count. There are five squares in a big grid, so "it is 5 points to walk in a big grid in minutes". (blackboard writing)
What is the minute hand of 12 to 2? 10 indicates how many squares the minute hand has gone from 12? 10 is 10.
Teacher: Take out the study list and complete the first part.
Teacher: Who can tell me how you fill it out? Students, look at the big screen. (Gestures and representations from 12)
When the minute hand points to 6, it is 30 minutes. How many squares does 30 minutes mean that the minute hand has gone from 12? 30 minutes can be said to be half an hour.
All his works are correct. Compare your works. Are you right? Put the study list back in the corner of the table.
The minute hand turned once from 12. How many squares does it have 60 squares is 60 cents.
Teacher: Close your eyes and let the minute hand in our little head turn. What is the tick-tock minute hand from 12 to 1? How about going to 2? How about going to 3? - 12?
Teacher: Open your eyes and have a look. Are you okay? Can you still speak if there is no digital hint? The minute hand starts at 12 and goes to 3, right? Go to 6, you said go to 9, you try 12.
Teacher: Some children answer quickly. What good method did you use? 2S, can you tell us something about it? If you have any other good methods, you can talk to your friends after class.
Students have so many ways! You can choose a good way to remember. Now please ask two people at the same table to mention two to each other.
Third, divide the relationship in time when you know each other.
Teacher: The hour hand sees the minute hand turning so happily and wants to follow it. Look, what time is it? Ask a classmate to come up and dial. Let the minute hand walk around and see what happens on the clock face. What did you find? Why didn't you tell me? Did you find out, too
Let's pick up all the little clocks and have a try. Get ready! Let's go Did you dial? Hold it up and let me see. Put the clock back at the corner of the table. This group of students is fast and light, and they have sat up straight.
How many minutes was that? (60 minutes) At the same time, the clockwise hand walked a big grid. When is the big grid? (1) We can say 1? =60 points, and 60 points in turn? = 1. (blackboard writing) simultaneous reading: 1 hour =60 points, 60 points = 1 hour.
Fourth, read and write clock time.
Teacher: Let me see [8:30]. Do you know the time? how do you know Well, that makes sense. Who can say that again? You were right, too.
Teacher: You mean that the hour hand is past 8, not yet 9, but it's past 8. How many points? 30 minutes means that the minute hand has gone 30 squares from 12, which is 30 minutes, so it is 8: 30.
In life, half past eight can also be said to be half past eight.
Teacher: [8:45] Did you know this time?
Health: 8: 45, 9: 45 "
Teacher: Do you agree? Why not 9: 45? Can you explain it to everyone? The hour hand is between 8 and 9 → Look again, hour hand? After 8, it's not 9 yet. I know what you mean. Who can say that again? Your explanation is very clear. Give him a round of applause!
Teacher: Imagine, if it is 9: 45, where are the hour hand and the minute hand? You tell me! You mean: the hour hand has passed 9, less than 10. What number does the minute hand take from 12? 9。 Is that so?
Teacher: Let me see. On this clock face, the hour hand has passed 8, but it is not yet 9, that is, 8: 45. On this clock face, the hour hand has passed 9, but it is not yet 10, which is 9:45.
Teacher: I'll test you again. The hour hand has passed 1. It's less than 2. How long is it? The hour hand has passed 7, but it is not yet 8. How long is it? Who wants to be a little teacher and test his classmates? Please come.
Teacher: We already know the time. Tell your deskmate how you know the time. Who wants to talk about your thoughts? The students summed it up well.
(① When the number passed by the hour hand is "how many hours", ② How many minutes have passed by the minute hand since 12? )
Teacher: You see, this is literal. How to write a spreadsheet representation? I asked three students to write, and the others wrote on the back of the study list. How are they writing? Who will evaluate it?
If the number of minutes is less than 10, add "0" before the number of minutes. Put the study list back in the corner of the table.
Fifth, learn to set the clock.
Teacher: Next, I'm going to invite a child who sits the straightest to play games with me. Please dial 2: 30. The student will be a small teacher and see if he dials correctly. Did he dial the right number? How do you know he dialed the right number? What you said is really accurate. Let's give them a thumbs up! Please return to your position. The little teachers have read it carefully. Would you please adjust it again? )
Teacher: Take out the small clock and dial 2: 50. Hold it up and let me see. Please take a small clock to the front and lay it flat on the table. Did he dial the right number? How do you judge?
Teacher: Dial another one, please dial 3: 05. Check each other at the same table. Did you dial the right number? (Put a learning tool)
Now put your Jason Chung gently on the top right corner of the table and have a rest.
Sixth, consolidate practice.
Teacher: It's 3: 05 now, in 20 minutes. Guess what? This time every Friday afternoon is the class time of our school-based curriculum in Huaihe Road Primary School. The children in our class like clay class best. Look, the clay class has started! Look how serious they are! Carrots are delicious!
Do you know these times? Please write these three times in the second part of the study list.
Who will show it? Everything he writes is not only correct, but also neat. Please correct the mistakes according to what you wrote.
Put the study list back in the corner of the table.
Seven, class summary
Today we know the time again. What new knowledge about time have you learned?
There is still such time in life, and we will study it later.