When teaching "Knowing Clocks", a teacher makes full use of multimedia courseware and learning tools to mobilize students' multiple senses to participate in learning. Let students learn new knowledge in the case of seeing and touching. You can also use what you have learned to solve problems in practice, which fully embodies the concept that mathematics comes from life and serves life. Mainly embodies the following points:
1. When introducing the new lesson, children choose pictures of their daily life well. While enjoying the pictures, they think and guess who is still awake, thus introducing the clock well. It can create teaching situations according to students' cognitive and age characteristics, and better stimulate students' interest in learning. First-year students' attention is not lasting, and vivid thinking in images is dominant. According to these characteristics, combined with the teaching content, teachers use a lot of intuitive teaching AIDS to create a relaxed and pleasant learning atmosphere, such as showing children real clocks and watches, allowing children to touch and adjust their own watches. This attempt aroused children's interest in learning.
2. Let students acquire knowledge through observation, operation and inquiry. Give students enough time to observe, operate and explore, and let students discover and master knowledge through their own personal experiences. For example, in the new class, let students observe the clock face on the table, look carefully, see what they will find, and then know the clock face.
3. When recognizing the difficulty that time is dynamic, move static mathematics with the help of multimedia courseware. Let students compare in observation and find in communication that it is a good breakthrough to guide students from the shallow to the deep and from the easy to the difficult. In order to make students apply what they have learned, the teacher also designed the practice of setting clocks at the same table, and students learned methods and knowledge in the operation. At the same time, it provides students with opportunities for practice, independent exploration, observation and thinking, discovery and expression, stimulates students' participation consciousness and enthusiasm, and cultivates students' practical ability.
Pay attention to the close relationship between mathematics and life, start from students' existing life experience in teaching this course, find mathematics from life, use mathematics in life, fully mobilize students' learning enthusiasm, and thus have interest and intimacy in mathematics. According to children's existing life experience and cognitive characteristics, through some specific events, such as when to get up, when to sleep, when to eat, etc. It enriches students' perceptual knowledge of time, enables students to fully feel that time is around their lives, and gradually establishes their own concept of time. Infiltrated the moral education concept of cherishing time.
There are also some shortcomings in this class: a few students with learning difficulties feel hard; Let children express their ideas boldly; The evaluative language is somewhat single.
The second lesson is based on the understanding of clock face and algebraic expressions in the first volume of grade one, so that students can further understand when and how long, and at the same time lay the foundation for learning minutes and seconds in grade three.
1. Because time is a very abstract concept, teachers make full use of multimedia and concrete demonstrations of physical clocks in class to guide students to understand time very intuitively and vividly, and when and how many minutes to read and write. Through picture display and connection with real life, children can establish the corresponding concept of time and feel the close connection between time and life, which has received good results.
2. It is difficult to know how many points each large scale represents in this lesson. 1 is 60 points. In this link, the teacher uses the method of smoothing layer by layer to teach, so that students can get the new knowledge and discoveries that 1 has 5 small cells and 1 has 60 small cells from the static clock surface, and then discuss, count and calculate them.
3. Appreciate the teacher's ability to make courseware. The clock face intuitively demonstrates that the minute hand walks one circle and the hour hand walks one grid, which conforms to the students' cognitive law.
4. The blackboard is well written and organized, so that students can see it at a glance. The knowledge points of this lesson have left a deep trace in students' memory.
I appreciate the steady typhoon as a new teacher on the platform, which is worth learning and working hard in this direction.
Article 3 of the evaluation draft of the second grade understanding time of People's Education Press? Know the time? The first lesson is that students learn clocks and watches on the basis of the first volume of senior one. The teaching of time, whether in junior or senior grades, is regarded as a very abstract concept, which is difficult for students to understand and teachers to teach. This course is so difficult, how does Mr. Chen take it? I listened to this lesson with a learning attitude.
Throughout the whole class, Mr. Chen pays great attention to selecting interesting learning materials and teaching them with other auxiliary means to help students better understand the concept of time. In the whole class, teachers attach great importance to the organic combination of new knowledge and learned knowledge, and effectively realize the transfer of knowledge; The evaluation of students' answers is also timely. Praise is often used to encourage students to answer, and students' enthusiasm is also mobilized. It embodies the following advantages:
First, present knowledge intuitively.
Time is an abstract concept for junior students. In the classroom teaching, the teacher uses the board drawing to let the students look at the time by looking at the shadow on the clock face and using the method of 5: 05, which has achieved good teaching results.
Second, combine knowledge and life closely.
Teacher Chen is in Class Three, and the class time is 10: 20. Teacher Chen seized this time, which is neither full time nor half time, and asked: Students will watch the whole hour and a half, so will you read it this time? Let's finish this lesson together. At this time, students will definitely watch. ? Stimulate students' desire for knowledge through problems in life, so as to introduce new courses.
Teacher Chen made a good start. I think it would be more perfect if this arrangement could be made in the end. After the new teaching, grab the break time of 1 1: 00, and let the students compare the position of the hands on 10: 20 and 1 1. Let the students know how many minutes there are in a class.
Third, the learning method is guided in place.
Students often make mistakes when looking at the clock and telling the time. Teacher Wu asked the students to press? A little more hands indicate time; What time does the minute hand point to, indicating what time; What time is it now? This sentence pattern has a guiding effect on the method of watching time and is very helpful for students to watch time.
I also want to make two suggestions for this course:
1, you know? What does the minute hand mean? I think Mr. Wu passed a little fast. In fact, many students have not fully mastered it. Teachers should take various forms to strengthen training, so that students can know what the minute hand refers to when they see it. What time? What is the minute when the minute hand points to 7? Here is a classmate who has a good idea: Is the minute hand pointing? 6? It was 30 points at that time, and the other big box was 5 points, so it was 35 points. I think Mr. Wu should guide students to appreciate this student's method and let them apply it.