Teaching goal: 1, can read and write the time and minutes on the clock correctly, and know 1 =60 points.
2. In the process of reading and writing, let students feel the concept of time.
3. Through the example of the connection between time and life, let students experience the preciousness of time and carry out the education of good living habits.
Teaching emphasis: understanding of time and minutes.
Teaching difficulties: when to read and when to read.
Teaching preparation: teaching tools-multimedia courseware, clock model; Learning tools-Jason Chung.
Teaching presupposition:
First, review the introduction.
Students, I brought you a little friend today. Do you want to know her? (The courseware shows Tingting's video)
Teacher: What is Tingting doing?
Health: Get up, have breakfast, go to school and attend classes.
Teacher: When does she get up? How did you recognize it?
When does she have breakfast? How did you recognize it? (Students answer in one bite)
Teacher: Do you know when Tingting goes to school? Talk to your children in the same place. (Students talk to each other)
Induction: the minute hand points to 12, and the hour hand points to a few, which is the time; The minute hand pointed to 6, and when the hour hand passed, it was already half past eight.
Second, guide the inquiry
1, know the time in 5 minutes.
(1) What is Tingting doing now? (Doing exercises) This is the time for Tingting to do exercises (9: 15 shows the clock face). Do you recognize it?
(2) What time is it? Who will recognize it? (Students try to read and guide writing 9: 15)
(3) The minute hand points to 3, why not 3 o'clock, but 9 o'clock, 15 o'clock? Let's see how the clock moves. (Courseware demonstration)
The teacher summed up: the minute hand is a few minutes short.
(4) When the minute hand points to the number 3, it is 15 (indicating the clock model). Do you know what the minute hand points to other numbers? Talk to each other in the same place and fill in the book. (Students discuss first, then fill in independently, and then give feedback collectively. The teacher writes on the blackboard. )
2. Know the relationship between time and minutes.
(1) (pointing to the model) What does it mean to walk once in minutes? How much did the minute hand go once? Let's see (courseware demonstration).
(2) How far did the hour hand go? They spend the same time. What symbols can they use?
Blackboard: 1 hour =60 points
(3) Is it the same in your Jason Chung? Dial it yourself. Dial and watch. How far did the minute hand go once?
3. New lesson summary
Besides knowing exactly when it is and when it is halfway through, we will also know when it is. Applause for our progress!
Third, practical application.
1. Game
Game-"I set the clock, you say"
Look at the number pointed by the minute hand. Can you tell me what this is quickly? (Teacher-student interaction)
Do you want to play this game by yourself? Dial one by yourself and let the students in the same position say a few words. (the interaction between life and life)
Tingting especially likes to participate in school activities. The teacher took some photos of her. Do you want to see them? (Courseware demonstration: dancing -2: 40, kneading plasticine -3: 05)
Teacher: When and what activities did she take part in? (Students say)
Will you still write these two moments? (Students write independently, focusing on guiding the writing at 3: 05, and giving collective feedback. )
Call and say
(1) This is the TV program list of Children's Channel (courseware presented). What is Tingting's favorite program at this time? Students, please guess.
(2) What programs do you like to watch? Pull it out in Jason Chung's face and let your friends guess.
connect
(1) The TV program is so good that several small animals want to watch it. However, the small animals haven't found their seats yet. Please help them find them and ask the animals to have the same time in their seats. The courseware shows the clock face on the small animal and the time on the stool.
(2) Take out the homework paper and find it yourself.
(3) Why doesn't the puppy have a seat? There is still an empty seat here. Who can know the time? (Students say that the courseware is presented and the connection is complete)
Fourth, the class summary
Students, today we learned about Tingting's study and life. Do you like making friends with her? We not only make friends with her, but also learn from Tingting to cherish time and develop good study and living habits from childhood.
Attachment: blackboard design
Identification time
1 hour =60 minutes, 2 minutes, 40 minutes and 3 minutes.
2:40 3:05
Third, teaching reflection.
Understanding time with "5: 05" method
Teacher: (There are pictures in the courseware) What is Tingting doing now?
Health: Doing exercises.
Teacher: This is the time for Tingting to do exercises (9: 15 shows the clock face). Do you recognize it? What time is it now?
Health 1: 9: 00 15.
Teacher: It's amazing that you can still recognize this moment!
Health 2: You can also say 9: 15.
Teacher: You also know 9: 15. how do you know
Health: My mother told me.
Teacher: How did you recognize it?
Health 1: It's past 9 o'clock, which means it's past 9 o'clock.
Health 2: when the minute hand moves 1, it is 5 points, when it moves 2, it is 10 points, and when it moves 3, it is 15 points.
Teacher: But I see that the minute hand is pointing to 3. Why not 3 o'clock but 9 o'clock? 15? Let's see how the clock goes. (Courseware demonstration)
Teacher: How did the minute hand get there?
Health 1: Minute hand left 15 times.
Health 2: The minute hand has gone 15.
Teacher: When the minute hand moves one square, it is 1, so when the minute hand moves 15, it is 15.
Reflection:
In the knowledge teaching of "5: 05" method to know time, the textbook not only arranges the teaching of knowing time, but also arranges the teaching of writing time, especially the electronic watch representation of 3: 05, which makes students easy to make mistakes. Why not change the way of demonstration to make it easier for students to learn?
Combined with the students' life, I reorganized the teaching content: combined with Tingting's practice, it led to the teaching of recognizing time. When I identified the moment of 9: 00, 15, I gave students ample study space to try to identify this moment according to their existing life experience. Every child talked about their own way of knowing time. When the teacher affirmed that they were right, the students' joy was beyond words.
Activity 1: Know the relationship between time and minutes.
Teacher: (pointing to the model) How many points does it take to walk once? How far did the minute hand go once? Let's see (courseware demonstration).
Teacher: How far has the clock gone? They spend the same time. What symbols can they use?
Health: It can be expressed by an equal sign. (Teacher writes on the blackboard: 1 hour =60 points)
Teacher: Is it the same as your Jason Chung? Dial it yourself. Watch while dialing to see how much the minute hand has gone in one turn.
Activity 2: Reading Time from the Clock Face
Teacher: Look at the number pointed by the minute hand. Can you say the corresponding figures quickly? (The teacher rings the bell, and the students recognize it) How fast! Do you want to play this game by yourself? Dial one by yourself and let the students in the same position say a few words. (Students carry out activities with each other)
Activity 3: Know reading time from real life.
Teacher: This is the TV program list of Children's Channel (courseware presented). What is Tingting's favorite program at this time? Students, please guess. (Guess and tell me how to identify it)
Teacher:! What programs do you like to watch? Pull it out in Jason Chung's face and let your friends guess. (Student activities)
Reflection:
Set the clock first and observe: How much did the minute hand go once? That is, let students understand the relationship between time and minutes; Second, move the minute hand and see the numbers mentioned above. Let the students in the same position say how many points they correspond to. That is, consolidate time and practice reading for five points and five points;
Third, put aside your favorite TV programs and let your friends guess. That is, setting time and identifying reading time. Through this series of "learning by doing" processes, students have further strengthened their knowledge and understanding of time.
Optimal Teaching Design of "Knowing Time" in Mathematics of Grade One in Primary School