I. Teaching process
1. Create a situation to stimulate interest. (5 points) Let students understand the relationship between clocks and daily life and the different forms of clocks and watches.
2. Participate independently and explore new knowledge. (25 points) Understand the whole time and half time by observing, operating, discussing and other methods, with the participation of multiple senses.
3. Apply new knowledge and solve problems. (10) Consolidate new knowledge through various forms of practice.
4. Summarize new knowledge, expand and extend. (1) Let students learn to sum up freely, and teachers should extend them appropriately.
Second, teaching clips and comments
Fragment 1
Teacher: (Each group has a clock model) These are clocks. What do you say they are made of?
Put forward the requirements of group cooperation:
1, observe carefully, every child should express his own opinion.
2. Choose a child to report as a reporter's representative group.
(Team members understand and observe the clock model, discuss and express their opinions) (3 points)
Health 1: There are numbers on the clock face, and a * * * has the number of 12.
Health 2: There are hands on the clock face, one is long, my mother says it is minutes, and the other is short, it is an hour hand. There is a longer one, which is minutes, but there is no one here.
Teacher: (The teacher made some supplements according to the students' answers) So have you figured out how these numbers 12 go? What's with the needles?
[Comment] Every student is familiar with clocks and watches and has a different understanding of them. Therefore, in teaching, I respect students' experience about clocks and watches, explore cooperative learning methods through observation, operation, discussion and communication, fully understand the external structure of the clock face, and lay a solid foundation for later learning.
The second part is to learn to recognize, read and write in the whole time.
1, to understand the existing knowledge structure of students.
Teacher: Son, can you tell the time displayed on the clock face? (Various situations of blackboard writing)
1: 3 o'clock
Health 2: 12 points.
Teacher: What do you think of the time indicated by the clock face?
Health 1: Because the hour hand is at 3!
Health 2: But 12 still has a finger!
Health 3: But that's not an hour hand! The hour hand is at 3 o'clock and the minute hand is at 12, which means it is exactly 3 o'clock.
Teacher: The child speaks very well! We can also say it's 3 o'clock sharp. So what time are these two clock faces? How did you recognize it? )
I was born at 1: 7, because the hour hand points to 7 and the minute points to 12.
Born at 2: 6, because the hour hand points to 6. Minute hand pointing 12.
Teacher: The three clock faces we know just now all indicate the whole time. (blackboard writing: on the hour) so what are the characteristics of the direction of the hour hand and the minute hand on the hour? (group discussion)
Report:
These three minutes: all point to 12.
Clock hand:3 o'clock position, pointing to 3.
Point to 7 o'clock.
Point to 6 at 6 o'clock.
2. deskmate communication: how are you going to recognize the whole time?
3. The whole process is written in two ways.
(1) Introduce the usage of the Chinese character "time" (blackboard writing: 3: 00? 7 o'clock? 6 o'clock)
(2) Teacher: How can I write accurately?
Guide students to use their existing life experience to discuss and come up with another way of writing?
(blackboard writing: 3:00 7:00 6:00)
4. Hands-on operation.
(1), dial the corresponding time on the clock model.
(2) The teacher said that time was born on the clock face of the learning tool.
Content: 2 o'clock? 7 o'clock? In 1 1? 12 hour
(3) deskmate interaction: one person tells the time and the other sets the clock.
[Analysis] It is difficult to identify the time indicated on the clock face in this lesson. Although students can know all the time in life, the concept is vague. Teachers arrange students' activities at different levels: trial recognition → observation and exploration → discussion and exchange → operation exercises. Perceive in operation, compare in observation and verify in communication, so as to find the law and break through the difficulties.
the third part
1, teacher: "Time is precious. We should cherish time. As students, how should we cherish time? Make rational use of time and arrange our day's study and life. Here is a timetable for children's day. Please read it carefully and then comment on whether his arrangement is reasonable? "
6: 30: Get up.
7 o'clock: Go to school.
8 o'clock: morning reading
8: 30: Exercise early.
9 o'clock: Class begins.
12: Have lunch
1: Class begins.
5 o'clock: sports activities
5: 30: Have dinner.
6 o'clock: evening study.
8 o'clock: go to bed
At this time, we should seize the opportunity to talk about the time in the morning and afternoon. )
2. (Courseware) One day, Xiaoming's students watched the video and said to each other, "When does Xiaoming do what?" They finished page 92 of the book. (Talk to each other at the same table and then choose to talk)
3. Game: Find friends.
It's 9 o'clock now. What time is it in an hour?
Inspire students to find out the time indicated by the original clock. Try it on your own clock face: when is an hour? Computer demonstration confirmation.
5. Ask and answer questions about life. You can ask students to investigate before answering. )
Didi will go to the stationery store to buy pencils and Xinhua Bookstore to buy books on Sunday. Didi looked at his watch, it was 7 o'clock in the morning and asked:
Should Didi go to Xinhua Bookstore or Stationery Store first? Why?
② How long before Xinhua Bookstore opens after the stationery store opens?
If Mr. Lei wants to buy pens and books at seven o'clock after dinner, which store should he go to first?
[Analysis] Exercise questions are rigorous in structure and diverse in forms, which conform to children's psychological characteristics and are conducive to students' intellectual development and ability training. In the exercise, the teacher arranged materials related to life background and situational questions and answers, which inspired students to solve problems around them with what they had learned, cultivated students' application consciousness, and embodied the connection between mathematics and life.
Third, the general comment:
Mathematics teaching should be based on students' existing life experience and knowledge. Understanding clocks and watches should be closely linked with students' life experiences to organize activities. Students' life experience is an important resource for primary school mathematics teaching. In fact, primary school students have rich experience in clocks and watches in their daily life. This is an important basis for primary school students to know clocks and watches. Therefore, in teaching, we can't regard knowing clocks, the hour and the half hour as "brand-new" knowledge. We should make full use of students' original clock experience and give full play to their initiative of group cooperation and independent exploration. Summarize that the teaching of this course fully embodies the educational concept of "student-oriented".
1. Respect students' cognition and let students enjoy "speaking". Students know something about clocks and watches, but they still have a little knowledge of some problems because of the sensibility of life. In the whole learning process, teachers always stand at the same height with students and guide students to explore learning. The understanding of the external structure of clocks and watches and the recognition of reading and writing all the time always let students tell what they know first, and then explore what they don't understand. Even if students don't understand, let other students talk about their own views and help other students with their own way of thinking and language. Respect students' existing life experience and build relevant knowledge structure on the basis of perceptual experience.
2. Respect the psychological characteristics of students and let them dare to "move". Throughout the class, let the students finish their study in action. Observation-eye movement, operation-hand movement, discussion-mouth movement, multi-sensory participation, one person moving, deskmate moving, four people moving, constantly experiencing success in sports, making the mind in a state of high excitement and actively completing learning.
3. Through the evaluation of Xiao Ming's schedule, the education of cherishing time is organically infiltrated; Help Didi complete the purchase task, experience the fun of using mathematics, and infiltrate the curriculum concept that mathematics comes from life and is applied to life.