People's Education Press, Volume One Courseware for Grade One 1 Teaching Content:
People's Education Edition, Mathematics (the first volume of Grade One), the standard experimental textbook of compulsory education curriculum, pp. 84-85.
Teaching objectives
1. Through learning, I have a preliminary understanding of the characteristics of the clock face and the clock face, I will be proficient in reading the whole time, and I will use two representations to express the whole time.
2. By observing, discussing, comparing and summarizing the clock face, cultivate the observation ability and the learning consciousness of inquiry and cooperation.
3. Feel the close relationship between mathematics and life, and initially establish the concept of time. Know how to form a good habit of cherishing time and arranging time reasonably.
Teaching focus:
Will be more proficient in reading the whole process.
Teaching difficulties
The whole time has two forms.
Teaching process:
First, create scenarios to stimulate interest in learning
1, can you tell the teacher what time to get up today? Then how do you know when to get up? (Looking at the watch) Have you seen the watch? Where have you all seen it? Today, the teacher collected all kinds of beautiful clocks from different places. Do you want to watch it together? (Courseware plays "Beautiful Clock")
What do you want to know when you see this? It seems that all the questions students want to know are related to clocks, so let's learn about clocks today. (Uncovering the blackboard topic: Know the clock)
Second, cooperative learning, exploring new knowledge
(A) a preliminary understanding of clocks and watches
1, look at the clock face
Pick up your own clock face model and compare it with your deskmate to see what is the same on the clock face.
2. Reporting and communication
Student report (possible answers):
1) has a number 1 ~ 12. Count together (1, 2…).
2) There are some squares (big squares and small squares). The number 12 divides the clock face into 12 equal big squares. Note: There is a big space between the two numbers.
3) There are two hands on the clock face, one is called minute hand and the other is called hour hand.
4) Distinguish the minute hand from the hour hand
Teacher's Tip: If you use your thumb and forefinger to represent the hour hand and the minute hand respectively, which finger will you use to represent the hour hand and which finger will represent the minute hand?
Health: Use your thumb to indicate the hour hand and your index finger to indicate the minute hand.
5) Observe the walking direction of the pointer.
Teacher: Which direction does the hands on the clock face turn? Can you tell everyone by gesture?
Both the hour hand and the minute hand rotate in the order of 1, 2, 3 and 4. It seems to be drawing a circle.
6), summary
Teacher: Now, can you introduce the clock face?
There are 12 numbers and 12 squares, hour hand and minute hand on the clock face. The short one is the hour hand, and the long one is the minute hand.
(2) Know the whole time
Teacher: Can you tell me these figures? What are hours and minutes for? (Look at the time) Do you know the time?
1. When the teacher dials 3, tell the time on the clock.
Teacher: How can you tell? (The minute hand points to 12, and the hour hand points to 3, indicating 3 o'clock).
Reminder: the children are all right, but in mathematics, when do we say what time? Who can say that again? When is this? The teacher recorded the moment. (On the blackboard: 3 o'clock) Please write 3 points on the homework paper.
The teacher draws out two other moments for the students to identify. Then, tell them how to see it, and then write down the moment of approval on the homework paper.
Teacher: Now that we all know the time, we can write it down. It's really good. Let's say in one sentence what the children in the picture do at what time. Who will try?
Student: (In a word, what do children do when? )
Please carefully observe the numbers pointed by the hour hand and minute hand on these four clock faces and see what you find.
Students report communication: What time is it when the minute hand points to 12 and the hour hand points to several hours? ...
Teacher: Their similarity is * * * What does the minute hand mean? (number 12) When the minute hand points to 12, what time does the hour hand point to?
Now, who can tell us what you think of time? Can you tell us about your method?
Summary: When the minute hand points to 12, what time does the hour hand point to? Time like this is-all the time.
Mandarin: The minute hand refers to 12, and the hour hand refers to several hours.
3、 ? clotting time
Game: the teacher pulls out the students' approval, and the teacher says the students pull out. (Interactive activities between teachers and students)
(3) Know the whole time on the electronic clock
1, Teacher: Actually, what kind of clocks have you seen in your life besides this one? Is that so? The courseware shows an electronic watch. Where else have you seen such an expression? Telephone, mobile phone, TV, computer, etc. Do you know what time it is?
7 o'clock on the electronic clock is expressed like this. This method of expressing time is called electronic representation.
Please read carefully how the electronic annotation "7 o'clock" is written.
Write it several times, then write ":"and two "00".
3. Write down the time on the homework paper by electronic representation.
Third, application expansion.
It seems that our life is really inseparable from clocks, which always remind us what to do. For example, if the teacher gets up at 6 o'clock in the morning, I should go to work at 7 o'clock and have lunch around noon 12. Students, how do you arrange your day? Can you tell me? Name one classmate, and then tell each other. )
1, Teacher: Xiaoming heard that it was so busy here, so he came. He also brought his own schedule!
Tell me about the first picture: When is Xiaoming doing it? Please come and write two complaints.
A. Schedule of "Little Tomorrow" on page 85 of the projection textbook
Teacher: Can you supplement the schedule of "Little Tomorrow" in two ways?
Say what Xiao Ming is doing.
Brush your teeth at 7 o'clock, have class at 9 o'clock, 10 do exercises, 12 have lunch, watch cartoons at 6 o'clock and go to bed at 9 o'clock. )
C. Take out the students' works and comment on them to see who wrote them well.
2. The courseware shows two pictures: "Children have classes at 9 am" and "Children go to bed at 9 pm".
Please tell me: When and what are the children doing?
Teacher: Why do children do different things at 9 o'clock?
There are 24 hours in a day, and the hour hand turns twice a day. The first picture is 9 am, and the second picture is 9 pm. )
Verb (abbreviation of verb) course summary
Teacher: Time has passed hour by hour, and it will never come back, so children should cherish time and don't waste it. Let's be the little masters of time, shall we?
Teacher: Finally, the teacher sent you a proverb, "An inch of time is worth an inch of gold, and an inch of gold can't buy an inch of time."
Six, homework design
1. After class, you also set aside some time on the clock to test your parents and classmates.
Think about it, how to set the clock at 7: 30?
Blackboard writing:
Numbers 1, 2, 3, 4 …
Clock face? Big plaid? 12
Minute hand-slender hour hand-thick and short
Minute hand → 12? What time is the hour hand → what time?
People's education edition, first-year courseware 2, volume 1, inside? Capacity:
preparatory course
Second, the teaching objectives:
1 Get a preliminary understanding of students' counting through counting activities, so that students can learn counting methods preliminarily.
2. Let the students know the meanings of "same quantity", "more" and "less" through operation, and compare the number of objects one by one.
3. Help students understand school life, stimulate students' interest in learning mathematics, and infiltrate ideological and moral education.
Third, teaching material analysis:
P2-3 pages show students a "beautiful campus", with primary schools as the background, and let students know that they are already primary school students. At the same time, the number of things inside and outside the campus used in 10 is more than one, which provides as many information resources as possible for counting. P4-5 The specific things in the assembly diagram correspond to the numbers within 10, so that students can read them and understand their reading situation. Students are not officially taught to read here. In this unit, we only have a preliminary understanding of students' counting and reading. Without special exercises, it is not a formal teaching. Through the fascinating fairy tale situation of "Piggy helps Bunny build a house", the textbook leads to the learning content, guides students to explore independently and make various comparisons. Compared with radish, Piggy and Deng Shi, Bunny and Xiaoyu, they fully feel "as much", "more" and "less". Make full use of teaching material resources. Count the things in the theme map: exactly count the same amount of things. Count the things around you: consciously lead math activities around you, on campus and outside campus. Let counting activities move from books to life. In counting activities, I have a preliminary understanding of the meaning of numbers, and I constantly feel that numbers are everywhere in our lives, just around us. From this, I have a sense of intimacy with mathematics, a desire to learn mathematics well, and a preliminary understanding of counting methods.
Fourth, the analysis of students' basic situation:
Students have just finished kindergarten life, are not adapted to campus life, and have poor attention. So don't count in a hurry, let the students observe what is there first, give them a certain time, let the students see enough superficial things, and then observe with the counting task, count from small to large, and abstract the numbers in the process of counting.