Reflections on the teaching of "knowing the clock" in mathematics in the first grade of primary school

Reflections on the Teaching of "Knowing Clocks and Watches" in the First Grade of Primary School Mathematics by People's Education Press (8 general remarks)

As a teacher of the people, teaching is one of our tasks. With the help of teaching reflection, we can learn a lot of lecture skills. How to write a good teaching reflection? The following is the teaching reflection of the first-grade mathematics "Knowing the Clock" published by People's Education Press (8 general theories). Welcome to read the collection.

Reflections on the teaching of "Knowing Clocks and Watches" in the first grade of primary school: In the teaching process of "Knowing Clocks and Watches" 1, students learn actively, the classroom atmosphere is warm, and knowledge acquisition and emotional experience are synchronized. Reflecting on the teaching of this course, I have the following understandings:

1, make full use of students' existing life experience.

In class, I make full use of students' existing life experience, first let students draw their favorite moments on their own Jason Chung, then let students classify the allocated moments, and then think about how the whole time is seen. Through comparison, students seek common ground while reserving differences, and finally sum up the law that the minute hand points to 12 and the hour hand points to several hours. Students have actively produced their own mathematical knowledge based on their existing experience.

2. Create vivid and concrete learning situations.

Combining the understanding of time with realistic interesting situations not only conforms to students' age characteristics, stimulates students' interest in learning, enables students to actively participate in exploratory learning activities with the help of existing life experience, but also enables students to experience time in situations, form a time concept, be educated to cherish time and develop good habits of work and rest. Practice shows that students are very interested in mathematics situations, can actively participate in learning, have an active classroom atmosphere, and can maintain strong learning enthusiasm throughout the classroom.

3. Create opportunities for hands-on practice, independent exploration and cooperative learning.

Hands-on practice, independent exploration and cooperative learning are the mathematics learning methods advocated by the new curriculum standards. It requires teachers to provide students with more opportunities for hands-on practice, independent exploration and cooperative learning, so that students can fully express their views, learn to listen to other people's ideas, learn to communicate and enhance their sense of cooperation. In the process of "knowing the clock face", students take out the study clock, dial it, compare it, say it, and then report to class. Students share mutual help and competition in cooperation and experience the joy of success. From the practical teaching point of view, cooperative learning is an effective learning method. Students inspire each other, complement each other, learn from each other and improve together.

In short, it is necessary to create a situation conducive to students' development in classroom teaching, so that students can learn to explore, cooperate and communicate in hands-on practice, independent exploration and cooperative learning, so that they can feel the value of mathematics in practice, understand and appreciate mathematics at hand, and have a sense of intimacy with mathematics.

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school mathematics. 2 Clocks and watches are both familiar and unfamiliar to students, both in the street and at home, but they can't remember to read clocks and draw hands. It is necessary to improve the method of scientific identification of clocks and watches under the guidance of teachers. Therefore, when designing this course, I followed the student-centered approach, guiding students to observe, compare, operate and explore boldly, and learn to know clocks and watches in the subjective inquiry. Through practical teaching, I feel deeply and reflect as follows:

Recommended practice:

Courseware arouses students' interest. I use exquisite courseware to start with the blue cat that children like, and take everyone into the watch shop to stimulate students' interest. In the study of new lessons, Blue Cat is always allowed to study with children. When students learn well, let Blue Cat praise them, which can stimulate students' interest in learning more than teachers' praise.

Grasping the age characteristics of students, the whole class takes play as the main line and strings the teaching contents clearly and interestingly. Make full use of learning tools to mobilize students' multiple senses to participate in learning. Students are allowed to dial their own school tools in class, which provides opportunities for students to practice, explore independently, observe and think, discover and express themselves, stimulates students' participation consciousness and enthusiasm, and cultivates students' practical ability. Let students 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. Pay attention to the connection between students' mathematics learning and real life, and pay attention to creating life situations in teaching to make mathematics closer to students.

Disadvantages:

Students can judge the time by looking at the clock, but it is difficult to dial the corresponding clock according to the time. Because students don't often train in practical activities, they don't listen to the teacher's guidance in the operation process. In the activities, students have a poor sense of cooperation, and they are at a loss from hands-on operation to independent exploration to language and literature expression. Therefore, in the future teaching, we should cultivate students' good study habits, pay attention to cultivating students' practical operation ability, and cultivate students' observation ability and language expression ability.

Reflection:

Learning clocks and watches is not only a still picture, but also the knowledge of clocks and watches in real life, which requires more observation and practice in daily life. It takes a lot of practice after class for children to really master it. In teaching, it is not enough to teach students only the knowledge in books. Students should feel the charm of mathematics, love mathematics and take the initiative to learn mathematics while learning the knowledge in books! Let mathematics be applied to life.

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school III. "Knowing Clocks" is the content of Unit 8 in the first volume of Grade One. This lesson requires students to know the whole time, which is the first attempt of students to establish the concept of time, and also lays the foundation for the future teaching of "time and minutes"

In the teaching process, I pay attention to starting from students' life experience and following the order of "knowing the clock face structure-reading and writing all the time-establishing the concept of time", so that students can learn mathematics vividly and concretely. Therefore, from the very beginning, I directly showed students all kinds of clocks and watches in life, which narrowed the distance between mathematics classroom and real life and stimulated students' desire and interest in learning.

In the new teaching part, I use the step-by-step teaching method to guide students to discover three characteristics of the clock face:

1, with the number 12 on the clock face;

2. There are two different kinds of needles (emphasizing that the slender one is the minute hand and the short one is the hour hand). Then ask the students to discuss the similarities and differences between the two clock faces. Through observation, comparison, discussion and communication, the students finally come to the conclusion that the minute hand of these two clocks refers to 12, and when the minute hand refers to 12, what time does the hour hand refer to? Then let the students think, talk, compare, write and so on. In these processes, students actively move their eyes, ears, brain and mouth, and learn new knowledge through their own learning experience.

The whole time is more acceptable to students. However, I feel that the form of practice after a class is a bit too simple. It has always been a form in which teachers show time and then students read and write. After class, the students were assigned a task to make a clock that can turn the hour hand and the minute hand! In the process of doing it, students can clearly understand the information displayed on the clock face. In the next class, students can use their own clocks to set them, which will make students' memories more profound, and at the same time avoid the situation that students can't dial them, which can effectively improve teaching efficiency. Life experience is actually very helpful to the cognition of this class. Some children learn to tell the time, and they can get together immediately after a little dialing in class. So the most attentive students in class are those who have no life experience!

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school. After this class, I feel quite successful. The students are really "moving" and their thinking is "alive". Open teaching allows students to learn knowledge through "playing", understand methods through "understanding" and explore independently through "operation". Students study actively and easily, and feel the joy of learning. First of all, I grasp the age characteristics of students, draw clocks and watches with music, arouse students' strong sense of excitement and intimacy, create a proactive learning atmosphere and create a good situation for learning new knowledge. Provide students with opportunities for hands-on practice, independent exploration, observation and thinking, discovery and expression, stimulate students' participation consciousness and enthusiasm, and cultivate students' hands-on practice ability.

In the form of teaching, we attach importance to the organic combination of students' independent exploration and cooperation and exchange. In the classroom, students are allowed to explore, discover and re-create in their own way of thinking according to their own experience, so that each student has his own pioneering area of thinking. According to students' existing life experience and cognitive characteristics, I enrich students' perceptual knowledge of time through some specific events, such as when to get up and when to go to bed, so that students can fully feel that time is around their lives and gradually establish their concept of time. Then through interesting practice, set a favorite moment and talk about what you are doing at the moment. It not only connects with students' real life, but also highlights the cultivation of application consciousness and practical ability. Make full use of learning tools to mobilize students' multiple senses to participate in learning. Let students 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. The whole class focuses on play, and the teaching contents are clearly and interestingly strung together. The teaching process is scientific and reasonable, with distinct levels and progressive layers. Pay attention to the connection between students' mathematics learning and real life, and pay attention to creating life situations in teaching to make mathematics closer to students. Pay attention to guiding students to observe and understand all kinds of things around them from a mathematical point of view, and learn to find mathematical problems from life, put forward problems and try to solve them.

Emphasize the practicality and exploration of mathematics learning. There are many novel and interesting practical activities in teaching, which focus on students' emotional experience and personality development, enhance the interest and openness of mathematics content, and emphasize the process of students' mathematics learning. Teaching forms and learning methods are flexible and diverse. In the whole teaching process, teachers and students share their thoughts and opinions, exchange their feelings and seek new development.

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school mathematics. 5 "knowing clocks and watches" is the learning content of unit 7 in the first volume of first grade mathematics of People's Education Press. The teaching objectives of this lesson are:

1, combined with life experience, let students read and write all the time.

2. Let the students know the hour hand and minute on the clock face through observation.

3. Cultivate students' observation ability and establish the concept of time. The focus of teaching is to know and record the whole time, and the difficulty of teaching is to know the special time.

This week, our school held a demonstration of "mentoring in the same class". I explained the lesson "Understanding the Clock". In order to catch their interest and stimulate their curiosity, I used to combine their life experience to let children recognize the clock, recognize the time and write the time, which not only activated students' thinking, stimulated their cognitive interest, but also gave full play to their learning enthusiasm. The teaching reflection of this lesson is summarized as follows:

1, in the teaching process, I still don't have enough discretion, and I don't let my children explore new knowledge independently, which is not conducive to cultivating students' thinking ability, so the pace is a little fast, which may easily lead to students' incomplete grasp of important and difficult points. Children should be regarded as the main body of teaching, and students should be guided to discover, think and summarize knowledge points.

2. For junior high school students, classroom evaluation is an important form to arouse children's enthusiasm. If you have a better understanding of the situation of each child in your class, you can do some corresponding classroom evaluation, praise and motivate them, and build their self-confidence. I am still lacking in other courses. On the one hand, it shows that I don't really form my own classroom evaluation habit at ordinary times. On the other hand, it shows that my language is relatively scarce. I should strengthen the way of praise and the ability of language summary in the future.

Clocks and watches are in contact with the first-grade children in life. This lesson should be combined with students' real life and try to understand the relevant knowledge of time. In the consolidation exercise of Xiao Ming's Day, students should be guided to learn to describe the meaning completely, and then write the time, so that students can understand the importance of reasonable time.

4, group cooperation can be more abundant, student-student cooperation, teacher-student cooperation, combined with life and other forms to enhance students' impression of knowledge points.

Finally, I hope that through my constant reflection, I can make my education go further and wider!

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school mathematics 6. Clocks and watches are often in contact with each other in daily life, and the knowledge of time is inseparable in our daily life. Students should get up, eat, attend classes and finish classes at a certain time every day, so that they can imperceptibly perceive the existence of the abstract concept of time in their lives. Moreover, the first-year students got to know the clock face in preschool education, so the content of this lesson is not strange to them.

In the design class, through the study of teaching materials, we hope to turn students' existing life experience into effective teaching resources, make use of the characteristics of "curiosity, knowledge-seeking, activity and good expression" of first-year students, form mathematical problems on the basis of students' existing life experience, and master the characteristics of clock face and time standard in practice, so as to raise the original perceptual knowledge to rational knowledge. Accompanied by this process of seeking knowledge, students can learn to learn from Bona when they think independently, and learn to cooperate while publicizing their individuality. It provides students with opportunities for hands-on practice and positive performance, and also mobilizes their enthusiasm for learning.

In class, I make full use of students' existing life experience, let students draw their favorite moments on their own Jason Chung, check each other at the same table, and the teacher will patrol and guide them. Then let students classify the allocated moments and think about how to say the whole time. Through comparison, the students finally summed up the law that the minute hand points to 12 and the hour hand points to several hours. Students have actively produced their own mathematical knowledge based on their existing experience.

In addition, when guiding students to connect time with real life, we demonstrate Xiaoming's daily schedule by showing wall charts, so that students can connect Xiaoming's day with their own, and guide students to observe and perceive time, so as to cultivate students' observation ability and thinking ability, make students' study relaxed and happy, stimulate students' curiosity, fully mobilize students' learning enthusiasm, and provide a good environment for the cultivation of students' exploration spirit. Finally, I infiltrated the students to observe the time in time, cherished the time and got twice the result with half the effort. But I also found some problems and shortcomings in teaching. When I introduced the direction of the minute hand and the hour hand to my classmates, I didn't explain to them that it was clockwise.

Reflections on the teaching of "knowing clocks and watches" in the first grade of primary school mathematics 7. In classroom teaching, a good teaching situation can stimulate students' strong problem consciousness and inquiry motivation, and arouse students' positive thinking, so as to solve problems independently and develop their abilities. This class is the first time that freshmen come into contact with time, which is both familiar and unfamiliar to them. In order to let students know clocks scientifically, I have created a series of situations in teaching, so that students can learn and explore independently in the situations.

1. Create life situations and stimulate interest in learning.

Mathematics originates from life and is also used in life. The new curriculum standard points out: "It is necessary to create interesting learning situations closely related to life situations and knowledge background." In teaching, at the beginning of class, I created a question scene for students to listen and guess. In class, I also created a scene for students to have a naughty day, so that students can know the time on clocks in combination with specific life situations, and set aside these moments on their Jason Chung to improve their ability to know various clocks. Finally, I ask students to talk about what you are doing in your own life, so that students can realize the connection between mathematics and life, thus generating a sense of intimacy with mathematics and stimulating their interest in learning mathematics. .

2. Create an open situation to activate students' thinking.

The purpose of classroom teaching is to let students learn and develop continuously, and the open situation is conducive to developing students' thinking ability and discovering students' unique opinions. For example, when students find that there are two sixes in a day, I ask them, "Do you still know when there are two in a day? Tell me what you are doing separately? " Its answer is open, leaving more room for students to think. Through communication, we can find that students not only know other moments of the day, but also have a deeper understanding of time and understand the preciousness of time.

3. Create an appreciation situation and tap students' thinking.

At the end of the class, I created a scene where naughty took us around the world. The original intention is to let students feel the existence of time-zone differences, extend the knowledge of clocks and watches a little bit, and stimulate students' desire to continue exploring. Unexpectedly, when I asked: Do you know why? The students' answers surprised me. Nowadays, primary school students have a wide range of knowledge, which sometimes surprises us.

Reflections on the teaching of "knowing clocks" in the first grade of primary school mathematics 8. "Knowing the clock" is a difficult point in primary school mathematics teaching. This part of the old textbook is arranged for the third grade. Through the teaching practice of two math classes in parents' open day, I realize that students' thinking is not generated out of thin air, but a positive response to external environmental stimuli.

Therefore, teachers should creatively use teaching materials, actively develop and utilize various teaching resources, and provide students with colorful learning materials in combination with their age and physical and mental characteristics. Especially in junior high school mathematics teaching, we should closely connect with students' real life, start from students' life experience and existing knowledge, create various vivid and interesting situations, organize teaching activities in the form of telling stories and playing games that students like, guide students to carry out activities such as observation, operation, guessing, reasoning and communication, and stimulate students' interest in mathematics, thus promoting children to actively construct relevant mathematics knowledge. When learning "Knowing the Clock", at the beginning of the class, I grasped the age characteristics of students, introduced riddles, created a relaxed classroom atmosphere, and stimulated students' participation motivation. At the same time, all kinds of clocks and watches are displayed in beautiful music, which broadens students' understanding of all kinds of clocks and watches and makes students consciously participate in learning activities. In class, students are allowed to set their own small alarm clock, which grasps the psychological characteristics of children, and at the same time provides students with opportunities for practice, independent exploration, observation and thinking, discovery and expression, which stimulates students' participation consciousness and enthusiasm, and at the same time cultivates students' practical ability. In addition, according to students' existing life experience and cognitive characteristics, I have enriched students' perceptual knowledge of time through some specific events, such as when to get up and when to go to bed, so that students can fully feel that time is around their lives and gradually establish their concept of time. Then through interesting practice, set a favorite moment and talk about what you are doing at the moment. It not only connects with students' real life, but also highlights the cultivation of application consciousness and practical ability. Make full use of learning tools to mobilize students' multiple senses to participate in learning. Let students 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. The whole class is mainly about playing, and the teaching content is clearly and interestingly strung together. It provides students with a positive thinking and practical situation of mathematical activities, so that students have the feeling of being there, fully mobilize the enthusiasm and initiative of learning, and make classroom teaching lively, interesting and relaxed.

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