Reflections on the teaching of understanding clocks and watches

Reflections on the teaching of "knowing the clock" in primary school mathematics (6 selected articles)

As a new teacher, one of our tasks is classroom teaching. With the help of teaching reflection, we can expand teaching methods. How to write teaching reflection? The following are my thoughts (6 selected articles) on the teaching of "knowing the clock" in primary school mathematics for reference only. Let's have a look.

Reflections on the teaching of understanding clocks and watches 1 Understanding the contents of clocks and watches is the first attempt for students to establish the concept of time. The textbook takes a child's daily life scene as a learning clue. By mobilizing students' existing experience and cognitive level, students can imperceptibly perceive the abstract concept of "time" in life and realize the close relationship between mathematics and life. Through practical teaching, I feel deeply and reflect as follows:

In teaching, I design some open questions according to the actual situation of students, so that students can speak freely around the questions and have the opportunity to learn from each other. Random demonstration according to students' answers, accompanied by sound and color changes, can help students better understand the clock face: 1 ~ 12 numbers, minute hands and hour hands. I make full use of multimedia visual demonstration. After careful observation of the clock, students find that there are numbers of 12, squares of 12, long hands and short hands on the clock face.

Therefore, according to the students' answers, give them a random demonstration, accompanied by changes in sound and color, which will help them understand the clock face: 1 ~ 12 number, minute hand and hour hand. I didn't stop there and took the opportunity to ask, "What else do you know about clocks?" As soon as my voice fell, the students began to talk noisily: "I know there are several buttons behind my clock that can be turned on and off at regular intervals"; "I know it takes five minutes for the minute hand to walk a big grid."; "I know there are minute hands, hour hands and second hands on the watch. The second hand turns a circle and the minute hand walks a little. " ...

Reflections on the teaching of understanding clocks and watches II. Understanding clocks and watches is a difficult point in mathematics teaching in primary schools. This part of the old textbook has been arranged until 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.

The third reflection on the teaching of "knowing the clock": success;

1. Grasp the psychological characteristics of students and create a high learning atmosphere. Suhomlinski once pointed out: "If teachers don't try to make students feel high, excited and eager to impart knowledge, mental work without emotion will bring fatigue. Without exultation and interest in learning, learning will become a burden. " So I have been thinking about how to close the distance between teachers and students from the beginning of class, so that students can be excited immediately. So, I used the courseware to appreciate all kinds of clocks with music, and the students were very interested. When students saw all kinds of clocks and watches, they screamed in surprise and showed joy. They enter the world of clocks and watches through hearing and vision, arousing students' strong sense of excitement and intimacy, creating a positive learning atmosphere and creating a good situation for learning new knowledge.

2. Grasp the age characteristics of students and play with middle school mathematics. 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.

"A child's wisdom is at his fingertips." One of the important ways of learning mathematics advocated by curriculum standards is hands-on practice. According to the nature and characteristics of learning knowledge, combined with a large number of operational activities to learn, I require each student to prepare a learning clock face, combined with teaching content, so that students can dial at the right time. Because time is an abstract concept, students may have some difficulties in learning, so they need a lot of operational activities to learn. In class, I let students set the learning clock by themselves, providing students with opportunities for hands-on practice, independent exploration, observation, thinking and discovery, and let students draw a picture by themselves: fully arouse students' interest in learning, give full play to students' initiative and enthusiasm, give timely feedback and communication, link operation with thinking, and make operation the source of cultivating students' innovative consciousness.

Disadvantages:

1. The teacher's language is not concise enough. As a teacher, the teaching language should pay attention to artistry, especially in mathematics class, and it should be rigorous, standardized and standard. I haven't done enough in this respect. Maybe it's because I've been teaching lower grades for years. The language in class seems to be verbose, repetitive and not concise.

2. Students' study habits need to be strengthened. Because the first-grade students have only been in primary school for more than a month and come from various kindergartens, the classroom routines are very different. During this month, many habits have not been formed, such as: when I ask questions in class, some children don't raise their hands and tell the answers quickly; Please don't listen carefully when you answer the question.

3. Organizational teaching is not in place. 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 practice the operation often, they don't listen to the teacher's guidance during the operation. 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.

Reflections on the teaching of knowing the clock 4 After many attempts and the last open class, I have a deeper feeling about teaching, which is summarized as follows.

The first is the awareness of teaching routines. I always think that the teacher's passion is the total motivation of the whole classroom, because passion is an important means to attract students' unintentional attention. Especially for the first-year students, they haven't developed good study habits. Some children don't even know what "class" is, and they don't know what kind of state to meet and face. But even the best point of view has its scope of application and is not absolutely correct. I only saw its shining side, but I didn't find the shadow behind the light. Yes, passion can constantly catch students' attention and subtly make them form good study habits. However, when the habit is gradually formed, if the teacher does not reduce his "state number" properly, it will make students dependent. When one day there is no teacher's passion, students may not be able to concentrate on their classes independently or even lose interest in learning. Appropriate passion stimulation can enliven the classroom and stimulate students' interest in learning; However, the stimulation under continuous action is likely to be counterproductive, and it is also very difficult for teachers to restrain the sustainable generation of students' learning motivation. Therefore, in regular teaching, teachers can mobilize their passion in time to make the classroom more lively.

In the same way, the teaching effect of teachers' quantity can also be obtained. Appropriate treble can catch students' ears and thoughts, and continuous treble will make them feel tired. In the future, you should learn to adjust the volume slowly and take off the bees. In addition, we should continue to strengthen the practice of writing on the blackboard.

Secondly, it is the art of teaching language. Perhaps the habits in life make my words not concise: I always say three or five sentences if I can say one sentence. Brought this bad habit to my math class. This is undoubtedly a waste of time while holding me back (no wonder my classes are always endless). So start with life, learn to express yourself directly, and try to talk less nonsense. At the same time, I also found that the more teachers talk about teaching knowledge, the more they will limit students' thinking. For example, when I "know the clock face" in this teaching, my "talkativeness" is always guiding students' thinking, rather than letting their thinking develop in a divergent way. The class is going well, but in the long run, students will become "stupid" and their way of thinking will become narrower and narrower. Therefore, teachers can point out the direction appropriately, but they must not make the road too small, which will affect children's appreciation of the scenery along the way.

In addition, about instructional design.

1, lack of "cooperation and communication".

The interactive form of teacher-student question-and-answer teaching can not give every student the opportunity to participate, but the cooperation and communication between students can let all students participate. In the teaching of "Understanding the Hour", the clock face of "3 o'clock" allows students to communicate with their deskmates "What time is this" and "What is the direction of the minute hand and the hour hand", and then ask several groups of representatives to report. This will not only give every student a chance to tell and listen to the "3 o'clock" situation, increase their understanding of knowledge, but also cultivate their team consciousness and enhance their cooperation and communication skills.

2. The teaching time exceeds the scheduled time for the following reasons:

It takes too much effort to "know the hour". After finishing the hour at 7 o'clock, you can speed up the rhythm of 8 o'clock and 3 o'clock appropriately to buy time for the following content; At 3: 00, 6: 00, 9: 00 and 12, the four common moments are strengthened during the break, which can appropriately speed up the speed and gradually reduce the pause time; It is difficult for students to establish the concept of time in this course. The time spoken by the teacher is precious and of little use. The key is to give concrete examples. Therefore, the rhetoric about "time is precious" before "Little Tomorrow" can be appropriately reduced and infiltrated into "Little Tomorrow".

3. Textbook interpretation is not deep enough.

This lesson should not only know the clock face and the hour, but also touch on the knowledge points such as "an hour ago", "an hour later", "how long has it been" and "a little later". For the first two, this lesson has already talked about; But the last two points were not mentioned. There is no need to talk about some non-key knowledge points separately, which will not only make the knowledge points out of touch, but also make the teaching appear fragmented. Teachers can insert in the right place, pass by, impress students, and then encounter specific problems, which will be justified and logical. For example, if the last two knowledge points mentioned above are put into the students' clock-dialing session, the teacher can collect non-hourly clock queries, such as "Is it 3 o'clock?" Students will say "it's not 3 o'clock yet" or "a little after 3 o'clock" immediately, and then teachers can conveniently regulate the rhetoric of "it's almost 3 o'clock" or "a little after 3 o'clock".

In Xiao Ming's Day, when teaching "two 9 o'clock", students can intuitively see that after the clock turns once, one is 9 o'clock in the morning and the other is 9 o'clock in the evening. The question at this time is "Do you know how many times the clock turns a day?" Can immediately leave a deep impression on students' psychology: the clock turns twice a day.

4. Non-essential characteristics of change

It can help students better grasp the essence. After completing the teaching, they can change the non-essential characteristics of the needle, such as the color of the needle, so that students can better distinguish the hour hand from the minute hand.

5. Mathematics is a process of refining, symbolizing and formulating, but it is also a procedural process.

With regard to the sentence "The minute hand points to 12, and the hour hand points to several hours, that is, several hours", I deeply realized how difficult it is for students to use this sentence perfectly to distinguish clocks and watches. If I can't solve the problem of "not easy", I can throw this sentence away and say it from another angle.

Reflections on understanding the teaching of clocks and watches 5. Knowing clocks and watches is the content of the first volume of senior one in Beijing Normal University. I took the first class "Xiao Ming's Day" to let the students know the whole process.

Knowing clocks and watches is a difficult point in first-grade teaching, because children usually don't pay much attention to time and have no concept of time. Just like before class, I asked the children: Do you know what time it is? Many children actually have no confidence in their hearts. Some say 10, others say 1, which shows that children's concept of time is still relatively weak. And most children know little about clocks.

Therefore, in this class, I first let the children enjoy some kinds of clocks and watches to stimulate students' interest in learning. Then learn about the clock face by making friends with the clock, and let the children observe what is on the clock. Most children can see the number 12 and two hands on the clock face. But it is not clear to distinguish the hour hand from the minute hand. So I took out my minute hand and hour hand, and let the children talk about what these two needles look like first. The children said that one was long and the other was short, and then I showed the movements to the students, adding that the long and thin minute hand and the short and thick (fat) hour hand were convenient for the students to distinguish and remember. And stick these two needles on the prepared blackboard at 3 o'clock sharp.

When you know the clock face, you will know the whole time. This is the top priority of this course. In the design of this link, I took out the clock I posted on the blackboard and asked the children to tell me when it was. Many children could see that it was 3 o'clock, but I asked him further. When the children were silent, I guided them to see who the hour hand pointed to and who the minute hand pointed to. At this time, the children immediately understood how to know the whole time: when the pointer points to it and the minute hand points to 12, it is time. We have known each other since 3 o'clock. I'll ask the children to recognize 4 o'clock again and tell us how to recognize it. Because only knowing how to speak can show that students really master it, so I have adopted various forms here (such as talking at the same table, talking in groups, talking with boys and girls, etc.). Let the children tell when and how they recognized it, and then further deepen their understanding according to the situation map in the book.

Finally, teaching writing in two kinds of time, because we have to take care of all the students to know the whole time, there is not enough time behind, so we must put it in the next class.

Reflection:

First, when children write for the first time, they should write in two ways. I should write more examples on the blackboard and tell the children how to write. Otherwise, there will be problems. Some children don't know where to write, and some children don't understand what ":"means. They have already written it, or put it in the next class.

Second, the content of a class should not be too much. You should know more about students and design according to their acceptance, so that you can have a good class.

Of course, in this class, I also understand how precious the children's 40 minutes in class are. As a first-grade child, classroom discipline is still very important.

In short, it is necessary to create a situation conducive to students' development in classroom teaching, so that students can learn to explore, cooperate, communicate, think and analyze in hands-on practice, independent exploration and cooperative learning, and become small masters of classroom learning. They feel the value of mathematics in this dynamic practice, understand and realize that mathematics is around them, and have a sense of intimacy with mathematics, thus promoting the formation and accumulation of sustainable learning literacy.

Reflections on understanding the teaching of clocks and watches. Knowing clocks is the knowledge of students' first contact time. I set the teaching goal of this lesson as knowing that there are hour hand, minute hand and 12 numbers on the clock face, and I can tell the whole hour time and approximate time. Through this teaching, I think I have achieved the teaching goal. In order to fully mobilize the initiative of learning and attract students' attention, at the beginning of the class, I asked the students to solve riddles on the lanterns in the ticking of the clock. Then gradually realize the teaching objectives:

Firstly, let students know the hour hand and minute hand through the clock face model, and combine with multimedia courseware to achieve the purpose of understanding the clock face preliminarily. In this session, I completely let the students talk about their findings through observation, and the teacher just guides them. Of course, the students also performed well in this session and reported their findings in detail. Then after the students had a certain understanding of the clock face, I began to teach-knowing the time all the time, which is also the focus of this class. Through students' observation, communication and comparison of exercises, let students master "the minute hand points to 12 and the hour hand points to several hours".

Secondly, in the whole hour of practice, put a clock face at the end, with the purpose of 1 to cultivate students' habit of careful observation; 2. How long will the teaching last? In this teaching design, many students say "7 o'clock" in one breath, and after observation, they find that it is not 7 o'clock yet, so they should read it as "around 7 o'clock" and display the clock face after 7 o'clock, so that students can understand that it can be said that it is around 7 o'clock before or after 7 o'clock. In the practice of several hours or so, insert a clock face at 9 o'clock to see if students have mastered the whole time and a few hours or so, and at the same time cultivate students' careful observation ability through such practice.

Because time is an abstract concept, students may have some difficulties in learning, so they need a lot of operational activities to learn. Therefore, I have prepared a clock learning tool for each student. After they know the hour and approximate time, let them dial the time by hand, which can deepen the students' impression and intuitively understand the difference between the hour and approximate time.

Finally, I also designed a link for students to draw needles by hand. Although I gave my classmates teacher training, some students didn't draw the short minute hand clearly when they started to operate, so we should remind them in time that the short hour hand is the hour hand and the long minute hand is the minute hand. At the same time, I deliberately show the wrong pictures to deepen students' understanding of the hour hand at different times and understand the time more deeply.

Under the banner of the new curriculum reform, it is not enough to teach students only the knowledge of books. Students should feel the charm of mathematics, love mathematics and take the initiative to learn mathematics while learning the knowledge of books!

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