Teaching objectives
Knowledge goal: Through practical situational activities, let students establish the concept of one minute and one second, understand the relationship between minutes and seconds, master 1 minute =60 seconds, and learn simple unit conversion.
Process goal: through practical activities, let students experience the length of 1 minute, feel the meaning of time, cultivate students' estimation ability, and students' hands-on, mouth-opening, brain-thinking ability and cooperation spirit.
Emotional goal: experience the happiness of learning mathematics in practical operation and interesting classroom activities, and stimulate learning interest and enthusiasm.
Ability goal: cultivate students' ability to estimate time by taking a shot, listening, reading, singing and writing, and educate students to form a good habit of observing and cherishing time from an early age.
Teaching emphasis: Experience the length of 1 minute and establish the concept of one minute.
Teaching difficulty: How long is one minute?
Analysis of learning situation
The students in this class have a preliminary understanding of the time knowledge of senior one. Can distinguish hour hand, minute hand and second hand; Can initially understand the whole hour and half hour on the clock face; But it is still difficult to distinguish between students who have just passed an hour and students who are close to an hour. The teaching object of this class is grade two students, who have little life experience but are active in thinking. They still pay attention unintentionally, but it is caused by the characteristics of stimulation. In teaching, try to create vivid mathematics activities, keep the close connection between mathematics and life, make knowledge become the immediate needs of students, and learn while playing. Explore and innovate through operational communication.
Second, the teaching law
In the treatment of teaching materials, I contact with the reality of life, use flexible activities to stimulate students' learning emotions, fully let students carry out a large number of diverse, open and interesting practical activities, and guide students to experience. Make students have a better understanding of a point and deeply understand what a point can do.
Third, the design concept.
Mathematics comes from life and is applied to life, creating life problem situations, so that students can feel the value of mathematics in specific problems and situations. Learn in activities and develop in activities. This lesson mainly emphasizes students' participation and practicality, so that all students can participate in the whole teaching process and build their own knowledge system through their own practical activities. Students are the "masters" of learning. The new curriculum emphasizes that learning mathematics should proceed from the reality of students' lives and let students experience the process of abstracting practical problems into mathematical models and applying them. "What can you do in one minute" means that students can experience the length of time through heartbeat, listening to music, reading, playing football and other activities. Actively participate in mathematics activities, thus turning the abstract concept of time into something concrete that students can see and touch. Let students personally experience the process of abstracting practical problems into mathematical models and applying them, so that students can truly experience that they are the "masters" of learning.
Fourth, the teaching plan
(A) create a situation to stimulate interest and promote learning
According to the law of children's cognitive development, mathematics teaching must attach importance to students' practical activities and give full play to students' subjectivity. So I took advantage of the countdown to the 2008 Spring Festival Evening to feel that the New Year bell was about to ring and experience the length of one minute. The purpose of this arrangement is to stimulate students' interest in learning with things that students are more interested in, mobilize their emotions, and lay a good foundation for the exploration of new knowledge.
The new curriculum standard emphasizes the integration of various disciplines. This session is mainly to let students experience the length of one minute. Students have some life experience and have some vague understanding of what they can do in one minute. Let students talk, give students an opportunity to communicate, and build a platform for students to show themselves and give full play to their personality, which is helpful to cultivate students' subjectivity in learning, stimulate students' interest in learning, mobilize students' enthusiasm and arouse students' memory of time-related understanding.
(b) actual perception
1. How long is a minute?
In this session, I designed the activity of "counting heartbeat" to experience the length of one minute again and strengthen students' perception. Student-oriented, let students fully experience the close relationship between mathematics and life. Listen to it once and forget it. Only by doing it yourself can you remember it forever. In class, students are impressed by the length of one minute through various activities such as taking a shot, reading, writing, counting and doing, which lays the foundation for the later estimation.
2. The relationship between minutes and seconds
After we have experienced the pulse of 1 minute, let's look at the clock face quietly and know 1 minute together. Look at the clock face. There are two of our old friends on it. The shortest and slowest is the hour hand, the longer is the minute hand, and there is a thin and long one on the clock face, and the fastest is the second hand, which can record less than one minute. The second hand moves in a small space of 1 second. Please observe the clock face and think. How long is a second? What actions can we use to express it?
Students say different methods. At the same time, they choose to clap their hands to observe the clock face and experience the length of 1 sec, 5 sec,1sec and 60 sec. Using the existing knowledge and experience, students can find the relationship between minutes by looking, counting and walking between minutes. Emphasize that students must remember the relationship between minutes and seconds, 1 minute =60 seconds.
I look for the breakthrough point from "How long is 1 second", let students clap their hands to observe the changes of minute hand and second hand respectively, and pay attention to the cultivation of students' observation ability and summary ability. When understanding the second hand, let the students distinguish the hour hand, minute hand and second hand by observing the clock face, and then summarize the relationship between minute and second. Through students' own observation and summary, the ideal teaching effect can be better than the teacher's explanation. At the same time, let students experience the learning method of observation-thinking-reasoning-summary-induction-application in the process of observation, summary and reasoning, and cultivate their learning ability.
(3) Activity experience
1. What can the clock do
This is the focus of this lesson. In this session, I designed four activities (doing calculations, reading the three-character sutra, drawing the sun and patting the ball). Students choose a favorite learning activity in groups, collectively time and report the results. The active participation of all students can increase their sense of accomplishment and make them feel proud, because they can do so many things in one minute. At the same time, experience the length of 1 minute and establish the concept of one minute.
Students talk about feelings through four kinds of activities, so that students can understand that the length of feeling time is sometimes related to mood and preferences, and lose no time to carry out ideological education of loving learning. Simple exercises provide students with opportunities to experience time, enhance the interaction between classmates or between teachers and students, and cultivate students' ability to cooperate with others in activities. At the same time, integrating the mathematics knowledge learned from textbooks into life has deepened students' experience of one minute and cultivated students' awareness of learning and using mathematics.
2. How long is a minute?
This is the difficulty of this lesson. In this session, I ask students to listen to music and do their favorite activities in one minute. This is the training of students' estimation ability. After the activity is finished, let the students exchange the estimation method first, and then jump up to a cheerful music. It is estimated that they will be back in their seats in a minute.
This link creates a lot of opportunities for students to practice the one-minute experience. The new curriculum standard advocates selecting interesting materials from the life around children, learning mathematics in connection with life, returning mathematics to life and guiding practice. I let students feel for one minute through a lot of activities, and then choose what they like to estimate the length of one minute.
4. The length of a few minutes
In this session, please choose a song, which is estimated to take a few minutes, and then sing it with the whole class to see if your estimation is correct. The new curriculum standard advocates learning mathematics from life, making mathematics return to life and guiding mathematics in practice. Let the students feel for one minute through a lot of activities, and then choose what they like to estimate the length of one minute and several minutes. Open teaching is adopted in the design, so that students can carry out activities in their favorite way. Students' personality has been developed. On the basis of a certain period of time, let students do estimation exercises immediately to promote the further consolidation of knowledge.
(D) Expand thinking and review in class.
Problems in 1
In order to better consolidate the knowledge learned and check the students' mastery, I designed the following three activities to enliven the classroom atmosphere again.
Teacher: Students, do you know that at this Spring Festival party, there are our familiar good friends Hong and Paopaolu. They see that students have such a good grasp of every minute, so they want to test everyone. Do you want to accept their challenge?
Challenge the first level: it is the transformation of the relationship between time, minutes and seconds.
1 hour = _ _ minutes; 1 hour = _ _ minutes.
1 min = _ _ sec 1 min 20 sec = _ _ sec
70 minutes = _ _ _ when _ _ 90 seconds = _ _ minutes _ _ seconds.
Challenge the second level: let students use the units of hours, minutes and seconds in real life.
Xiaohua sleeps 9 () and skips rope 10 and uses 7 () every day.
Xiao Liang ate 20 () and Xiao Ming 12 () ran 50 meters.
Challenge the third level: test the calculation speed of students.
Can you finish it in one minute?
3×4= 5×6= 3×9=
5×8= 24÷3= 12÷6
② Show a set of data to let students know the importance of one minute.
One minute, the bank money counter can count about 1500 RMB.
One minute, CCTV announcers can broadcast about 800 words.
In one minute, the car can run about 1200m.
In one minute, the laser can travel about180,000 kilometers.
According to the given data, let the students talk about what they can do in one minute of life.
1 min I can get dressed.
I can eat a banana in 1 minute.
1 minute can clean my desk.
Let students know that one minute is short, but it is very important to us, and promote students to form a good habit of cherishing time. This link reflects the new curriculum standard's emphasis on the integration of various disciplines, and makes full use of life as a teaching resource to educate students, educate students to cherish time and be the master of time.
2. Class review
In this session, let's talk about students' harvest and experience, sum up the knowledge learned in this class and their own classroom performance, and also awaken students' memory of this class again and reveal the topic.
At the same time, according to the situation, a famous saying was shown: "An inch of time is worth an inch of gold, and an inch of gold can't buy an inch of time." To motivate students.
Students' self-evaluation is very real, and they really become the masters of the classroom, which stimulates their interest in participation and learning. At the same time, integrating the mathematics knowledge learned from textbooks into life has deepened students' experience of one minute and cultivated students' awareness of learning and using mathematics.