How long is 1 meter? Unit 5, Grade 2, Beijing Normal University Edition, Section 2, Preliminary Understanding of Length Units. This section is based on students' understanding of centimeters and their ability to measure centimeters. The key and difficult point of teaching is to master the actual length of 1 meter and measure the length of longer objects more accurately with the meter ruler. Based on the students' ability to recognize the scale of a ruler and the experience of short-distance measurement, this section is based on the students' existing knowledge and experience, so it is necessary to learn new knowledge in actual measurement, feel the relationship between meters and centimeters, and use new knowledge flexibly and creatively. At the same time, remind students that the meter ruler is used to measure the length of longer objects, laying the foundation for further study of the kilometer in the second volume of Grade Two.

First, contact with real life to stimulate learning motivation

Last class, the students already knew centimeters and could measure centimeters. On this basis, I asked students to try to solve the problem in life-measuring the length of the blackboard. In students' operation, because the measured object is long, it is more troublesome for students to measure with a 20 cm long ruler. The students came up with the idea of replacing a longer ruler with a measuring tool or measuring with a unit meter larger than centimeters. On this basis, they learned this lesson. The purpose of this link design is to stimulate students' interest in learning new knowledge when they encounter problems in solving problems. In addition, I also want to infiltrate students through this design: there is nothing to be afraid of when encountering difficulties in the future, and it can be solved by learning new knowledge and cultivating children's perseverance from daily teaching activities.

Second, focus on key points and develop at multiple levels.

The children learned two units of length in two days, centimeters and meters. Some children are easily confused. The reason is that they don't know enough about the actual length of 1 m and 1 cm, which leads to the mistake of using the wrong unit in later learning.

In order to make children fully understand, I will let them use the meter first: (1) actual experience. Please measure each other with your own tape measure, spread your arms and see where 1 m is; (2) Experience it again. Measure each other's height again. Where is your body off the ground 1m? See how much taller you are than 1m? (3) Measure out 1m, 2m ... for everyone.

Let the children distinguish between centimeters and meters: (1) Compare the length of 1 cm with two fingers, and then compare the length of 1 meter with two hands. Through children's hands-on comparison, it is perceived that centimeters are relatively small units, and meters are much larger than centimeters. (2) measure with a ruler used by students; Count; Take a look and find out how many centimeters 1 meter is. (3) Physical measurement, using the correct length unit.

In this class, children have a good understanding of rice, and can use the length unit meter correctly to make relevant measurements.

Third, there are shortcomings.

1. Rethinking that this teaching design does not apply "estimation" to teaching activities before actual measurement, we should firmly establish this concept in future teaching, because students will benefit a lot from mastering this skill in future real life.

2. The understanding of length units is only the beginning, and students should be constantly strengthened and applied in the later teaching, and they can't slack off at all-this is the knowledge forgetting caused by insufficient strengthening times in Ms. EEPO's effective education concept, and it is also a failure lesson that I should learn in teaching.