Lecture notes on knowing clocks and watches

As a selfless teacher, we often have to write an excellent lecture, which is helpful for the smooth and effective teaching activities. How to write the speech? The following is a sample of the lecture notes of Understanding Clocks and Watches that I collected for you. I hope it helps you.

Lecture notes of Understanding Clocks 1 1. The whole textbook.

(A) said the teaching content:

Understanding clocks and watches is the content of Primary School Mathematics (Volume II) published by People's Education Publishing House. The content of this lesson is the premise and foundation of learning "time calculation" and "24-hour timing method". Therefore, it is very important for students to master the content of this lesson firmly.

(B) a brief analysis of the situation of students

In the first semester of senior one, students have learned full-time and half-time reading. At the same time, students have accumulated a lot of life experience and practical cognitive experience in life. So I'm going to use multimedia courseware and organize students to cooperate in groups, and make use of most students' existing knowledge and experience to teach and help each other, so that each student can really "move".

(3) Speaking and teaching methods

The teaching methods used in this course include observation, discussion, practical operation and cooperative learning.

(D) the overall teaching design concept

The content of this course is too much and messy. I'm going to combine various teaching methods, teacher-student interaction and student interaction to stimulate students' enthusiasm for learning and make education fun. On the one hand, students who can read clocks and watches can maintain a high interest in learning and express their experiences in detail, making them their own knowledge language; On the other hand, students who can't look at the clock face can actively accept knowledge in a happy, harmonious and independent environment. The practice part of this lesson is designed based on the principle that mathematics comes from life and is applied to life.

Second, talk about teaching objectives

(1) knowledge goal: make students know the time units "hours" and "minutes" and have a preliminary understanding of their practical meanings, and master 1 hour =60 points; Know the time represented by "×: ××", read and write the time on the clock face.

(2) Ability goal: Through observation, operation, thinking and discussion, the students' ability to actively discover, explore and solve problems and the spirit of cooperative learning are initially cultivated.

(3) Emotional goal: Educate students to cherish time and make rational use of time. Develop good life and study habits from an early age.

Third, talk about the key points and difficulties in teaching.

(1) Teaching emphasis: You can read and write the time displayed on the clock correctly.

(2) Teaching difficulty: correctly read the time on the clock near the hour.

(3) Breakthrough: In view of the difficulty of "correctly reading the time close to hours on the clock face", I am going to use vivid and lovely animated images to arouse students' interest. Let students actively participate in observation, analysis and group debate activities. In this way, it can not only arouse students' enthusiasm and initiative, but also cultivate the spirit of cooperative learning.

Fourth, talk about the teaching process

(A review of the lead-in, arouse students' existing knowledge and experience.

1, read the whole course.

2. Look at the pictures and talk to guide students to explain "a pupil's schedule" to introduce the topic, so that students can naturally enter the learning state.

(2) Exchange, identify and explore new knowledge.

1, understand the clock face, and understand the basic knowledge about the clock face.

First of all, in teaching, I use the courseware of clock face model and the objects in students' hands to let students observe carefully and solve several problems raised by teachers. Provide students with opportunities to show themselves and satisfy their desire to express themselves. Let students gradually establish the beliefs of "I can do it" and "I am really great" in the process of solving problems. At the same time, it also cultivates students' ability of independent observation, thinking and expression.

Secondly, let students know 1 minute, and experience the length of one minute through the activity of "counting how many times your pulse can beat in one minute" to educate students to cherish time.

Then, explain the concept of 1 hour, and guide students to get the relationship between time and minutes through observation, thinking and discussion (1 hour =60 points). So as to lay a solid foundation for future time calculation.

2, cooperative learning how to look at the clock face

Using multimedia courseware to assist teaching, demonstrate the process of watch hands going to 9: 05 on the basis of 9: 00, and let students witness that "the minute hand goes through 9: 00 sharp and then goes five squares, which is 9: 05." Then there are 6: 10 and 7: 30 for students to read in turn.

In this part, "correctly reading the time close to hours on the clock face" is the difficulty of this lesson. In view of this difficulty, I use the scene of two lovely animals arguing to guide students to have a group debate. Let the students compare in observation, find out in communication, improve in operation, sum up the law and break through the difficulties. And let the students be alert "Don't be that stupid pig!" In future exercises.

After solving this difficulty, a lot of identification and consolidation are also crucial. In this link, I use the clocks and watches that can be mobilized in the multimedia courseware and the objects in the students' hands, continue to test and practice each other in groups, and change the previous "learning mathematics" into "doing mathematics" so that all students have room for communication. To be able to read clocks and watches skillfully and improve students' hands-on operation ability.

(3) Consolidate and apply knowledge. Let mathematics return to life and sublimate knowledge in practice.

The whole exercise part appears in the form of breakthrough, and challenging topics can give full play to students' enthusiasm and initiative.

The first level: the problem design of "connecting the electronic clock with the alarm clock that shows the same time" is intended to consolidate the content just learned.

The second and third levels: the problem design of "finding the minute hand and the hour hand" aims to enable students to master new knowledge.

The fourth level: the problem design of "timing connection" is to strengthen students' consciousness of integrating theory with practice and improve their ability of integrating theory with practice.

(teaching effect prediction: although the content of this lesson is numerous and chaotic, it is not difficult to understand, as long as students carefully observe and think; Teachers should grasp the speed of lectures and students should have a solid grasp of certain abilities. At the same time, we can't expect students who can't read clocks in the past to master all the knowledge about time in just one class. Especially when it's 3: 55. Moreover, after learning non-integer reading, it may also cause negative transfer of individual students' learning. You can read the whole time as "x 60 minutes" and so on. This requires further study, consolidation and improvement. )

The content of today's class is the content of page 9 1 of grade one in the standard experimental textbook for nine-year compulsory education (People's Education Edition). Here I will introduce teaching material analysis, teaching method analysis, learning method analysis, teaching procedures and teaching ideas from five aspects:

I. teaching material analysis

1. The position, function and significance of this course in the textbook.

The content of "knowing clocks" is taught on the basis of students' understanding of clocks in daily life.

Through the teaching of this lesson, students can have a preliminary understanding of the clock face, look at the hour on the clock face and judge the approximate time. Establish the concept of time from an early age, develop good behavior habits of regular work and rest and cherish time, and lay the foundation for continuing to teach time, minutes and seconds in the future.

2, the teaching objectives of this class:

According to the characteristics of the new curriculum standards and textbooks, combined with the actual laws of junior high school students, I have determined the teaching objectives of this class as follows: (computer display)

(1) Know the clock face, hour hand and minute hand;

(2) Combined with my life experience, I can read and write the whole time on clocks and electronic watches;

(3) Initially establish the concept of time, and form a good habit of cherishing and observing time from an early age.

(4) Experience the close relationship between mathematics and daily life through practical activities such as dial watch and observation, and experience the fun of learning mathematics. In these activities, a preliminary ability of observation, analysis and reasoning has been formed.

3. The teaching emphases and difficulties of this course:

According to the above analysis, I have determined that the teaching focus of this class is: understanding the whole point and discovering the law of the whole point. The difficulty in teaching is to judge when the clock seems to be close to a certain hour.

4. Prepare teaching AIDS and learning tools:

Primary school thinking takes concrete thinking as the main form, and then transforms it into abstract thinking. In order to enrich students' emotional understanding, I use the following teaching AIDS to assist teaching in this class.

Multimedia computer courseware, school clock, ticket card.

Second, the choice of teaching rules

"there is law in teaching, but it is impossible in teaching, and it is important to get the law." I think we should choose teaching methods according to the teaching content, students' age and class differences. No matter what method is adopted, its essence must be based on heuristic teaching method, and both intellectual and non-intellectual factors must be inspired at the same time, so as to successfully achieve the teaching objectives. In order to embody the new teaching ideas and teaching methods, I try to explore from the following aspects according to the cognitive characteristics of junior high school students.

1, let students know the whole time in the life situation.

"Making mathematics live enables students to learn realistic mathematics" is one of the new curriculum ideas. New knowledge comes from life itself, so that students can initially perceive that "mathematics comes from life and moves towards life", so that mathematics classroom can return to children's life world.

2. Let students experience the formation process of knowledge in practical activities.

"Education can't restrict people, but can only guide people to generate in an all-round, free and positive way." A series of new knowledge-knowing the surface of the clock, knowing the time, judging the approximate time, etc. In the process of full oral, hands-on and brain exploration, students are guided to acquire independently. The new curriculum takes students' main activities as the main way, giving students the initiative in learning. Give full play to the advantages of information technology, properly use modern educational technology to create colorful activity emotions, stimulate students' interest and desire to participate in activities, and make students always be in a novel, exciting and happy activity atmosphere, practice and explore boldly.

3. Let students improve themselves in cooperative learning.

Hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics. Teachers should fully mobilize students' multiple senses to participate in learning in teaching. Several activities in this class are based on group participation, and then extended to the whole class cooperation and communication. Students are free to try, express their opinions and participate in discussions, thus initially forming the consciousness and ability of cooperation and competition.

4. Infiltrate moral education into the story.

There are rich moral factors in classroom teaching. "Teaching is always educational", which is a basic discipline in teaching activities. Only through students' own choice and experience can the moral emotion of personality be improved and the virtue be truly improved. Preaching moral education is very unpopular among children. In a healthy and beautiful life, children have made progress in interpersonal communication and self-improvement. This is why we should integrate moral education into teaching. In the storyline designed in this lesson, students see that Obana Xiaogang missed the train because he slept late. Therefore, I understand the importance of observing time and motivate myself to form a good habit of cherishing time.

Third, the teaching program design

In order to highlight the key points, break through punctuality and achieve the established teaching objectives. I arranged four links: activity introduction, stimulating interest-independent observation, knowing the clock face-scene introduction, knowing the moment-practicing games and consolidating knowledge.

(A) activity import, stimulate interest

Reveal the topic through actions, sounds and pictures.

(1) The class stood up and danced to the music.

(2) (Play the "tick" sound on the clock face)

Teacher: Listen! Whose voice is this?

Teacher: Look, who else did the teacher bring today?

The courseware shows various clock faces. Do you like them? Why?

The teacher concluded: Clocks and watches are not only beautiful in appearance, but also help us to grasp the time! Clocks and watches play a great role in life. In this class, we will learn clocks and watches.

Words on the blackboard: understanding clocks and watches

I mainly pay attention to the age characteristics of students in the design process. Introduce animation as a starting point. Stimulate students' strong sense of excitement and intimacy, create a positive learning atmosphere and create a good situation for students to learn new things.

(B) independent observation, to understand the clock face

1, organize students to observe the learning clock independently, cooperate and discuss the clock face (courseware display clock face) (1) and guide students to observe independently: Look carefully at what is on the clock face?

(2) Group discussion: Tell the children in the group what you see.

(3) Report by name: Who wants to tell you what they saw?

2. Learn more about the clock face.

(1) The number of students and computers is 12.

(2) Introduce the hour hand and minute hand.

1 teacher introduction.

(2) Name the hour hand and minute hand that the students describe when they come to the stage.

Point and talk to each other at the same table.

"Taking students' personal knowledge, direct experience and life world as important curriculum resources, respecting children's culture and exploring the curriculum value of childlike innocence" is the concept advocated by the new curriculum and the guiding ideology of designing this link. From recalling and perceiving the clock face in mathematics, this link is from intuitive image to abstraction, helping students to establish an intuitive model of the clock face with the support of heavy perceptual experience, which is in line with children's thinking characteristics and once again includes "Mathematics from"

(C) situational import, understanding the present.

Teacher: Know our friend Zhong, and let her take us to see Happy Day and see how she arranges her day!

1, watch the video Happy Day.

2. The first moment of understanding.

Show the picture of getting up, doing exercises and eating in class.

This step is mainly to let students experience the process of knowledge construction and embody the exploratory learning method of "doing" mathematics. I mainly introduce it from students' life practice, and let students know the clock face with life experience.

3, set aside time to find the law.

(1) The students teach the teacher to set the clock.

(2) Let the students dial the clock to show.

Teacher: (Name the stage) How to dial it? Dial everyone, okay?

(3) Students dial the clock independently and say to their deskmates while dialing.

(4) What similarities did you find in the process of dialing these moments?

(The minute hand points to 12, and the hour hand points to a few hours, which is when)

4. Consolidate and understand the current methods.

Watch cartoons and sleep pictures. Students tell the time and how to recognize it.

5. Teaching writing.

(1) student observation

The teacher said: In addition to this clock, Lele has an electronic watch at home. Do you want to see it? (Play video) (Show courseware) The teacher said: How does the electronic watch indicate 7 o'clock?

(2) Teachers demonstrate writing.

(3) Students collectively try to write time, name the blackboard and give feedback.

Mathematics has not only tool value, but also process and value. Mathematics curriculum standards emphasize that students acquire knowledge, form skills and develop various abilities through "experience", "experience" and "exploration" in the learning process. In the design of this link, in order to let students actively find the position relationship between the minute hand and the hour hand, I gave up the relatively simple teaching method that only let students directly observe the position relationship between the hour hand and the hour hand on the clock face, but let students give them enough time after knowing the hour, and through the activities between students and teachers (students require that the teacher dial the hour 7 on the clock face), the activities between students. In a series of active operations, such as dialing independently and talking about dialing, let students find the law that the minute hand points to 12 on the whole hour, and then easily break through the difficulties of this lesson after further observation.

Fourth, practice games and consolidate knowledge.

1, find a friend (exercise 16, question 1)

(Courseware shows four clock faces and four moments) Let students find their good friends through observation. 2. When the clock face (1) shows 1: 00, 1 1, the students dial the clock.

(2) When the teacher says the time, the students dial 12.

(3) Set aside your favorite moment of the day to get to know your friends.

3, the game-driving a train

(1) (The courseware shows the railway station map, showing the 5 o'clock face). What time is it now? When is the other 1 hour?

Students lined up with tickets to play the game of "driving the train".

(2) The teacher asked the student with the 8 o'clock train ticket: Why don't you get on the bus? How many hours before 8 o'clock?

Children who have just entered school for one year have poor self-discipline ability. If the teacher doesn't guide them correctly, they will get bored. So I put teaching in games in class, so that students can feel that learning is a happy thing. The "bell dance" in this class allows students to experience the body movements of clocks in skipping rope, and also stimulates students' interest in learning. In the game of "driving a train", students may be in a high learning mood. The teacher interspersed several questions, such as "How long will it take in an hour" and "How many hours will it take at 8 o'clock", which not only consolidated the key points of understanding the moment, but also reflected the application value of knowledge.

4. Educational stories.

(Picture: A student is sleeping and a student is on the road) The last bus has already left! But Obana Xiaogang hasn't got on the bus yet. What's going on here? What do you want to say to them?

Teacher: Yes! How precious time is! Be sure to keep time and cherish it! (The song "Time is a small carriage" rings.) Mathematics curriculum standard puts forward that mathematics is a kind of human culture, and its content, thought, method and language are important components of modern civilization. We should not only pay attention to students' mathematics learning level, but also pay attention to their emotions and attitudes in mathematics activities. After the game of this class, combined with the characteristics of junior students, we showed a picture of a student sleeping and a student on the road, and designed a rich story. The last train left and the two children missed it. What happened? What do you want to say to them? Let students understand the importance of observing time, educate students to form a good habit of cherishing time, and then play the song "Time is a small carriage", so that its educational significance can be sublimated in music full of childlike stories.

5. Sum up experience

Teacher: What skills did we learn today?

Teacher: With these skills, you must be a watch designer, right? Everyone designs a clock on the white paper on the wall. (Students draw clocks in brisk music and communicate freely) You are really great! Let's dance to the music!

"From the perspective of possibility, any normal and intelligent person has creativity and potential creativity." Every student is a thinking subject with personality and potential. The key is whether our teaching can create a relaxed and harmonious learning environment for students. The open situation enables students to consolidate new knowledge, and at the same time, "eight immortals cross the sea and show their magical powers", giving full play to everyone's creative talents and experiencing the joy of creation. After the exchange and exhibition activities, the students expanded their understanding of clocks and watches and enriched their imagination in the mutual vision of their peers.

Teaching evaluation of verbs (abbreviation of verb)

Paying attention to people is the core concept of the new curriculum-all for the development of each student is the concrete embodiment in teaching. It means paying attention to every student; Pay attention to students' emotional life and experience, pay attention to students' moral life and personality development. This core idea has been fully reflected in this class.

Lecture Notes on "Knowing Clocks and Watches" 3. Talking about Teaching Materials

(1) Teaching content:

Understanding clocks and watches is the teaching content of Unit 8 of the first volume of mathematics in the first grade of primary school in the compulsory education curriculum standard People's Education Press.

The teaching materials are compiled in the order of "understanding the clock face structure-reading and writing on the hour-establishing the concept of time", focusing on students' existing life experience, so that students can learn mathematics in vivid and concrete activities. This part of the teaching content is the first attempt of students to establish the concept of time, and it also lays the foundation for the future "time division" teaching.

(B) Teaching objectives

1, knowledge goal: get to know the clock face, learn to look at the whole time, and know two ways to express time;

2. Ability goal: To cultivate students' ability of observation and operation through activities such as observation, operation and discussion.

3. Emotional goal: Through learning, students will initially establish a concept of time, form a good habit of cherishing time and arranging time reasonably from an early age, and make students initially realize that there is mathematics everywhere in life.

(3) Teaching emphases and difficulties

Teaching emphasis: learn to know the hour hand and minute hand of a clock and watch the hour time on the clock.

Teaching difficulty: learn two ways to express time.

Preparation before class: self-made multimedia class, each student brings a small clock and a model clock.

Second, talk about teaching methods and learning methods.

The teaching object of this class is first-year students. They are young, active, playful and curious, so they are prone to fatigue and distraction in forty minutes of teaching. According to this feature, in order to grasp students' curiosity and stimulate students' interest in learning, I adopted the following teaching methods:

1, modern information technology teaching method: I make full use of learning tools and multimedia teaching methods to mobilize students' multiple senses to participate in learning.

2. Situational teaching method: In this class, I pay attention to creating situations and designing colorful courseware, so that students can learn in the situations created by courseware, and at the same time pay attention to the connection between students' mathematics learning and real life, so that mathematics learning can be close to life.

3. Practice-inquiry learning method: In order to better highlight students' dominant position, I have set up many novel and interesting practical activities in teaching. By making students think, speak, compare, write and dial, students can actively move their eyes, ears, brains and mouths, and guide them to acquire new knowledge through their own learning practice, which not only pays attention to their emotional experience and personality development, but also pays attention to their emotional experience and personality development.

4. Cooperative learning method: In the whole teaching process, teachers will never replace students who can think independently and explore cooperatively. Students share their ideas and opinions with each other, so that students can do more hands-on, practice more, explore independently and study cooperatively.

Third, talk about the teaching process

I designed four teaching links in this class:

(A) create a situation to stimulate interest

At the beginning of class, it is not easy for first-year students to concentrate. I created such a riddle situation: "I have a good friend who can run without legs and says that he has no mouth." Guess who he is? " By guessing riddles, we can stimulate students' strong interest and create a positive learning atmosphere. After the students guessed that it was a clock, I showed some beautiful pictures of the clock with the courseware for the students to enjoy and asked: Do you like it? Why? After the students answered, the teacher revealed the topic: Yes, clocks and watches not only have a beautiful appearance, but also have a lot of mathematical knowledge on the clock face. Today, we will walk into the kingdom of clocks and watches together to get to know them. "(blackboard writing topic) let the students' attention be attracted at once, and naturally introduce new lessons.

(2) Hands-on operation to explore new knowledge.

1, know the clock face

When designing this link, I pay attention to providing students with space for observation and thinking, discovery and expression, and giving students the opportunity to practice and explore independently. The purpose of my design is to stimulate students' awareness of independent participation and cultivate their practical ability.

Let the students observe the clock face first and see what is on it, then discuss and communicate in groups. Students report the observation results, and the teacher writes on the blackboard: hours and minutes 12. Then, I use courseware to demonstrate, so that students can deepen their understanding of the clock face structure. When reporting the observation results, some students talked about the second hand. I believe the students have carefully observed it. At the same time, I will tell my classmates that we usually only look at the hour hand and the minute hand when we look at the time. We will learn about the second hand later.

Step 2 know the whole moment

"Just now we met two good friends, the hour hand and the minute hand. Do you know how they tell us the time? " I use this transitional language to connect the preceding with the following and stimulate students' desire to explore new knowledge.

Some students can know all the time in their lives, but their concepts are vague. In order to better grasp the key points and break through the difficulties, I used the courseware to show the clock face at 3 o'clock, 6 o'clock and 8 o'clock. Then ask: What are the same features on the clock faces of 3 o'clock, 6 o'clock and 8 o'clock? What number does the minute hand point to? Can you tell me the way to see the whole time in one sentence?

Let the students observe and compare, discuss and communicate, and find that the minute hands of these three clock faces all point to 12, so I will tell the students in time: when the minute hands point to 12, what time does the hour hand point to? Then, I use learning tools to let students consolidate the method of watching the whole process again. Show the clock model. When the minute hand points to 12 and the hour hand points to 4, the time on the clock face is 4 o'clock.

Design this teaching link, discuss it in groups throughout the whole process, discover students' personalized thinking through discussion, and cultivate students' language expression ability.

3, hands-on operation, dial the full time

In order to let students participate in learning activities better, I designed a hands-on activity combined with the actual life. Let the students study at 8: 00 and do exercises between classes at 10. Then, let the students practice at the same table in the way of "one person tells the time and one person dials the clock". This not only cultivates students' hands-on operation ability, but also enables students to master the method of recognizing the whole time.

Cohesion: After students know the clock face and the hour time, they can skillfully dial the hour time and then learn another representation of time.

4. Another representation of learning time-electronic representation.

I use the card to show the electronic clock time at 4 o'clock and tell the students (on the blackboard) that it is the afternoon after school. "Someone can understand? Where have you ever seen such a time? " Let the students speak freely. Finally, the teacher told the students that this time-keeping method is called electronic time-keeping method, and instructed them to write electronic time-keeping method.

(C) the application of new knowledge to solve problems

In order to consolidate knowledge, develop intelligence and encourage further study, I designed multi-angle, hierarchical and interesting exercises according to the teaching content and the age characteristics of first-year students.

1, say, better than who. By asking students to talk about their children's activities in the day and what they are doing at any time, students can feel that the knowledge of mathematics is around us, and students can evaluate each other whether the arrangement is reasonable or not, which can enrich their perceptual knowledge of time.

2. Drawing is more skillful than manual work. Can the students help the teacher repair three watches that have lost their needles? Compare and see which group of children is the cleverest. By creating scenes and using students' competitive psychology, students are organized to repair clocks and watches in cooperation, which not only cultivates students' awareness of active participation, but also cultivates students' spirit of unity and cooperation.

3. Writing is faster than eyes. By asking students to observe the clock face, write the whole time quickly on the clock face in two ways.

(4) Summarize and expand, and experience fun.

Today we made friends with clocks and watches. What did you learn from this friend?

It is not only beneficial to cultivate students' self-confidence in mathematics, but also a good way to consolidate new knowledge.

Fourth, talk about blackboard design.

Clockwise at 4 o'clock

Minute clock picture 4: 00

12 number

My blackboard writing is simple and clear, highlighting the key points.