Teaching objectives 1. Knowledge and ability: can read and write the clock correctly, know that 1 is 60 minutes, initially establish the concept of time, and initially cultivate students' awareness of exploration and cooperative learning through observation, operation, thinking and discussion. 2. Process and methods: Through group learning activities, students are given enough time to think independently and explore exchanges. At the same time, deepen students' understanding and mastery, and improve students' interest and initiative in learning. 3. Emotion, attitude and values: Educate students to cherish time and develop good study and living habits. Further improve the consciousness and enthusiasm of grasping time and studying diligently. Teaching emphasis: teaching emphasis: can read and write clocks, and master the progress of time units. Teaching difficulty: understanding 1 hour =60 minutes. Teaching preparation: teacher: multimedia courseware, clock model student: clock model creates situation and stimulates interest: 1. Create a situation and stimulate interest: 6544. (like it! Who do you think this is? Blue cat! Blue Cat brought us an old friend. You know what else? What can it do for us? Today, in this class, together with Blue Cat, we once again entered the interesting kingdom of time. Let's learn more about the time! Explore communication and solve problems. Second, explore communication and solve problems. Please look at the big screen and observe the clock face carefully. Can you tell me what's on the clock face? The courseware shows the clock face diagram, and the students answer: there is one on the clock face. Students observe very carefully! There is also the number 12 on the clock face. Just now, my classmates said that there were big squares on the clock face. How many? Let's count them together. Students say there are still small cells. How many cells are there in each big cell? Take out your clock face and count how many cells are in each big cell. Find any big cells and count them. Give a complete answer. Please look at the big screen. How many cells are there from 12 to 1? How many cells are there in the number 1 to 2? There are 10 students. How many cells are there in 12 to 3? How did you know? Give birth to a number one and a number five. Then can you tell the number of small cells corresponding to each large cell? In class, there are 60 squares on the clock face, corresponding to the number of squares. It takes an hour for the clockwise to walk from 12 to 1. How many hours does it take for the clockwise to walk from 1 to 2? It's also an hour to walk clockwise from 4? You can also know how long the hour hand has gone. The students fully expressed that the students were really good. We already know that it takes an hour to walk a big grid in the clockwise direction, so it takes 1 minute to walk a small grid in the minute hand. Demonstration: Every minute hand moves a small square is 1 minute. The teaching of "knowing time" is to further understand time on the basis of knowing clocks in the first volume of the grade, which is a difficult point this semester. The teaching goal of this lesson is to let students identify the reading time with the method of 5 points and 5 points, and know that 1 is 60 points through actual operation. Because time is a very abstract concept, it is difficult for students to understand. Therefore, in teaching, I pay attention to creating opportunities to design students' hands-on links, and use the resources of multimedia courseware to assist teaching to help students better understand the concept of time. At the beginning of teaching, I used the "tick-tock" sound of the alarm clock to draw out the clocks that students are familiar with, and show pictures in mathematics in life, so that students can feel the relationship between time and life and improve their interest in learning mathematics. The new teaching part is divided into these levels: first, a clock face is displayed on the screen, so that students can clearly see that there are 12 numbers, hands and squares on the clock face. Let the students know that the number 12 divides the clock face into 12 big squares, and each big square is divided into 5 small squares. Then, by demonstrating the process that the hour hand walks a big grid and the minute hand walks a small grid, students can clearly understand the time and minutes. Then through the animation demonstration of the courseware, the color changes, the hour hand takes a big step and the minute hand just takes a week, so that students can draw the conclusion that 1 is equal to 60 points, which breaks through the important and difficult points of this lesson. Students constantly master new knowledge in mathematics learning, but some knowledge depends on teachers' inculcation, and students' repeated mechanical training consumes a lot of time and energy, so students may not be able to master it well. In teaching, I think we should give students more time to explore and communicate by themselves. Therefore, in this class, I pay attention to follow the age characteristics and cognitive rules of junior students, create situations from the reality of students' lives, and guide students to actively participate in the formation of knowledge. Design various activities for students to watch, speak and do, and let students learn actively. For example, I organized a clock-adjusting activity to let students set the clock face according to the teacher's requirements. When the teaching time is 1 hour =60 hours, students can clearly understand the time-sharing relationship through intuitive physical operation. Through practical operation, students' interest in learning has been improved, and their knowledge and understanding of time have been further strengthened. However, although I designed the activity of setting the clock, the form of setting the clock is relatively simple. The teacher always says that students set the clock. In fact, teachers can let students cooperate freely: one person tells the time, another person sets the clock, or another person reports on the clock face, so that students' participation will be higher, and at the same time, students' cooperative communication ability can be cultivated. The time for a class is limited. We should seize every minute in class to make students learn more effectively. This requires teachers to be concise and clear in teaching language. But I didn't do it well enough. The teaching language is not concise enough, and the guidance is not meticulous enough, which makes the validity of time uncertain, leading to the hasty end of the class before it is finished. In short, trust students and let them learn whatever they can; Let students do what they can; Let the students talk about anything they can. Let students really participate in classroom learning and be the masters of learning.