Reflections on the teaching of clock recognition in large classes

Clock is a common commodity in our life. It is necessary for the big class children who are about to enter primary school to know clocks, strengthen the concept of time and know how to cherish time. Let's share the teaching reflection on understanding clocks and watches, hoping to help everyone!

Reflections on the teaching of knowing clocks 1 The purpose of this lesson is to let children know clocks, distinguish the hour hand from the minute hand, understand the arrangement law of numbers on the clock face, initially understand the operation law of the hour hand and the minute hand, and understand the whole hour and a half. In order to improve children's interest in learning, I use courseware teaching, so that children can grasp the teaching purpose more intuitively and actively while maintaining their interest. Throughout the class, the children studied actively, the classroom atmosphere was warm, and knowledge acquisition and emotional experience were synchronized.

I guided the topic by visiting a watch shop, showing clocks of different shapes, sizes and colors, and guiding children to fully observe what these clocks have in common. The children found out at once, and the atmosphere in the classroom suddenly rose.

Then, I guide the children to observe and know the number 1- 12 on the clock face first, focusing on the positions of the four numbers 12, 3, 6 and 9. Understand the arrangement law of 12 numbers, and know that these numbers go clockwise. Then let the children know the hour hand and the minute hand, let the children look at the difference between the two hands carefully, and distinguish the hour hand and the minute hand according to the length and thickness of the hands. And through the physical demonstration, let the children know the operating relationship between the hour hand and the minute hand. Two hands go in one direction, which is called clockwise. The minute hand turns once, and the hour hand turns once. Through the demonstration, the children can see clearly and have a strong interest.

In the process of understanding the hour, I showed the 12 small clock in the courseware, so that children could find out where the hour hand and minute hand are through observation. Then I will show my children some clocks and watches on the hour to consolidate their understanding of the hour. Then I asked them to take out their school tool "Penguin Clock" to listen to the teacher's time, and they dialed hours. Because of the actual operation, most children have a good grasp of this link.

The difficulty of the activity lies in knowing a little. How can children easily master the difficulty? I used the contrast method: let the children observe the hour clock and 1: 30 clock respectively. Most children strike the hour, and some children strike the hour at 1: 30, so I asked him to say,' How do you know?' Finally, I will guide the children to summarize themselves: at 1: 30, the clock always points to 6, and the clock points to the middle of the two numbers. As for the difficulty of when, I explained with the help of the physical clock while setting the clock: if the hour hand is between 4 and 5, does the number 4 passed by the hour hand reach the number 5, so it should be 4: 30 instead of 5: 30 now. When they show the courseware again and let them have a look and talk about what time it is, they find that most children have mastered it. Then let the children look at the digital time, dial the school tools themselves, and help them consolidate for half an hour.

The whole activity is from shallow to deep, step by step, game-oriented, with children's operation as the means, so that children can start with perception, with multimedia and physical teaching tools as the media, and give children a clear and accurate concept. Children are always the main body in the activities, and the principles of activities are followed in the activities, and the methods of discovery and games are comprehensively used, so that children can promote active learning through operational activities and verbal activities.

Reflections on the teaching of knowing the clock 2 It is very important for children in our big class to know the time. So the content of our math activity this time is to know the hour and half hour on the clock, and know the position of the minute hand and the hour hand on the clock face in the hour and half hour. Therefore, in this math activity of "knowing the clock", when setting the goal, I set the focus of the activity as knowing the whole half hour, and I can tell the time when I am ready. I set the difficulty of the activity to let the children know the operation relationship between the hour hand and the minute hand.

So at the beginning of the activity, in order to stimulate children's interest in learning, I quoted the game "Get up and go to school" when I cited the topic, so that the children could tell what time they were doing it in the pictures I showed. Then I took the clock out to let the children know the structure of the clock and find out whether the position of the hour hand and the minute hand on the clock face is correct. If there are any mistakes, please ask the children to help correct them. Through such games, children can get help again. In the next activity, I want to draw out the difficulties of today's activity, so that children can master the operating relationship between the hour hand and the minute hand, so in the activity, I show a clock, so that children can master what they have learned through physical objects. First of all, I let the children know which is the hour hand and which is the minute hand on the clock face, and what is the concept of walking around the clock face, which leads to the change of the minute hand walking around the hour hand, so that the children can draw a conclusion through their own observation and know that the minute hand walks around a big grid, that is, an hour. In the activity of knowing the clock, some children don't know much about one and a half hours, so after learning the operational relationship between the hour hand and the minute hand, let the children know that the hour hand is moving when the minute hand reaches the number 6 in half an hour. It also lays the foundation for the operation part of the children behind.

In the whole math activity, I found that children are very interested in learning clocks and watches. But I think a game activity can be added after the activity to echo the previous part, so in the end, using game activities can also better help children consolidate the knowledge they have learned in this activity. In the activity, each child can be required to prepare a small clock that can be dialed, so that during the activity, the child can dial it by himself according to the time reported by the teacher, and also can better understand the time.

Teaching reflection on knowing the clock 3 grasped the age characteristics of children in the activity, and the whole activity took play as the main line, connecting the teaching contents clearly and interestingly. Make full use of teaching AIDS to mobilize children's multiple senses to participate in learning. In the activity, let the children set the small alarm clock by themselves, which provides them with opportunities to practice, explore independently, observe and think, discover and express themselves, stimulates their participation consciousness and enthusiasm, and cultivates their practical ability. Let children apply what they have learned in practice and closely connect with practice. Explain that mathematics comes from life, and life cannot be separated from mathematics. Attach importance to the connection between children's mathematics learning and real life, and pay attention to creating life situations in teaching to make mathematics closer to children.

In teaching, I design some open questions according to children's actual situation, so that children can speak freely around the questions and peers can also learn from each other. Random demonstration according to children's answers can help children understand the clock face: 1 ~ 12 number, minute hand and hour hand, and long hand and short hand. So randomly demonstrate according to the children's answers.

This activity also has many shortcomings:

1. It is obviously not enough to let children know the clock face, hour hand and minute hand and establish the concept of time. The purpose of mathematics learning should not be the simple copy and accumulation of children's "experience".

2. There are not enough opportunities for children to explore independently. Let the children guess what time it is. Although children are also invited to exchange and discuss, it is only a formality. Children can't think and observe independently, and some even play. The results were not clearly observed and the communication effect was not good.

Therefore, in the future teaching, it is necessary to cultivate children's good study habits, pay attention to cultivating their practical operation ability, and cultivate their observation ability and language expression ability. Every link of teaching must not "encourage others by pulling out seedlings". Only in this way can children learn mathematics and love it.

Reflections on the teaching of knowing the clock. This activity is completed in three classes. By knowing the hour and half an hour first, then making clocks by yourself, playing games and competitions to dial and record, the difficulty of knowing the clock in the whole class is greatly reduced. In the activities of recognizing, doing, comparing and connecting, children are not only highly involved, but also interested. Moreover, I further studied the surface structure of clocks and watches, the operation and laws of the hour hand and minute hand, learned to watch the whole hour and a half, and achieved good teaching results.

Secondly, in this activity, I got strong support and cooperation from my parents and friends. From physical wall clocks to homemade clocks, a lot of colorful wrapping paper, advertising paper, waste calendars, etc. All of them were collected and provided by parents and friends, which provided sufficient material guarantee for the smooth progress of our activities. Parents and friends also take this opportunity to help us guide our children to learn to watch the time at home. During this time, our class also had a daily check-in and time recording activity. Under the guidance of our parents and friends, children also learned to know and record time. I believe it is of great benefit to cultivate children's good habits of work and rest and establish the concept of starting time.

Knowing the clock for 5 minutes is a common daily necessities in our life. It is necessary for the big class children who are about to enter primary school to know the clock, strengthen the concept of time and know how to cherish time. Therefore, I organized a scientific activity of "knowing the clock". Later, I found that children are very interested in learning clocks. Looking back on the whole teaching process, I reflect as follows:

First of all, in the first link, use short stories to arouse children's interest and lead to topics. Figuratively speaking, the three hands in the clock are compared to big brother (hour hand). He is black and short, and people like to ask him what time it is. The second brother (minute hand) is dark-skinned, tall and skilled, and he can take his eldest brother for a short distance when walking around; Miss Qian Zhen is slim, thin and long, dressed in red, and likes to dance in circles. After listening to the story, many children guess that this is the clock that we often use in our lives. Then show a walking clock for children to observe and answer what the big brother, second brother and little sister in the story mean respectively.

Finally, it is concluded that the elder brother is called the hour hand, the second brother is called the minute hand, and the younger sister is called the second hand. The key point is to let the children know the hour hand and the minute hand. The second link is to understand the whole hour and answer the teacher in the form of nursery rhymes. It's x o'clock. In this session, I showed a stationary clock to guide children to observe and understand the numbers on the clock face from 1 to 12, and then set both the hour hand and the minute hand to 12, so that children can observe what happened to the hour hand (walk one square) and guide children to say that the hour hand points to 1. Just dial it a few times until the two needles coincide. Let the children intuitively feel that if you want to know what time it is, look at the hour hand first. Then in the form of children's songs, teach children and teachers to ask and answer questions: after the teacher dials for a whole hour, ask: look, children, what time is it? The child replied: Teacher, teacher, look carefully. It's x o'clock. This link deepens children's understanding of the whole point through catchy children's songs.

The third link is playing with the clock. The above two links are the teacher's preaching. The children are a little fidgety and eager to try. I immediately asked the children to take out the clocks they brought and play freely. Everyone is very excited. Then I put forward the password of "What time please dial" and demonstrated it myself. Through practical operation, children's understanding of the whole point has been consolidated, which is also the focus of this activity. Finally, draw the hour hand and minute hand. Please draw an hour hand and a minute hand on the prepared white paper with three clock faces. Because I didn't emphasize the difference between the hour hand and the minute hand in advance, some children confused the hour hand and the minute hand. The whole activity follows the goal of science education pointed out in the Outline: "I am interested in things and phenomena around me, and have curiosity and thirst for knowledge. The process and results of communication and exploration can be expressed in an appropriate way. " When knowing the clock, prepare enough materials for children to let them feel that the clock is in their lives. Knowing the clock is of great help to their study and life.

In practice, it not only stimulates children's interest in exploring things, but also cultivates children's observation and practical ability.

However, there are also some unsatisfactory places in the activity, which need to be improved in future activities:

1, the teaching mode should be more natural and calm, and the adaptability needs to be strengthened;

2, the last link, you can use a large piece of homework paper, teachers and children together to summarize and verify.