The first grade elementary school knows the clock courseware.

Courseware for Knowing Clocks and Watches for the First Grade of Primary School

The first grade of primary school has already had some understanding experience in life, and different students have different understanding situations. Therefore, the teaching of this part of knowledge should be based on students' life experience, so that learning activities can be a summary and sublimation of students' life fulfillment. At the same time, teachers should combine students' life experience in teaching, and it is more important to cultivate students' good habits of arranging time reasonably. That is to say, we should not only accomplish the knowledge goal, but also accomplish the emotional goal. The following is my attempt to know the whole time and half time of clocks:

1. Teaching process

1. Creating situations to arouse interest. (5 points) Let students understand the relationship between clocks and daily life and the different forms of clocks.

2. Participate independently and explore new knowledge. (25 points) Through observation, operation, discussion and other methods, a variety of sensory participation, understand the whole time and half time.

3. Apply new knowledge to solve problems. (1 points) Consolidate new knowledge through various forms of practice.

4. Summarize new knowledge and expand and extend. (1 point) Let students learn to summarize freely, and the teacher extends it appropriately.

second, teaching clips and comments

clip 1

teacher: (each group has a clock model) this is the clock, so what do you say they are made of?

Ask for group cooperation:

1. Observe carefully, and every child should express his opinions.

2. Choose a child as a reporter to report on behalf of the group.

(The team members know and observe the clock model, discuss and express their opinions) (It takes 3 minutes)

Health 1: There are numbers on the clock face, and there are 12 numbers on the clock face.

Health 2: There are hands on the clock face, a long one, which my mother said was minutes, and a short one, which was an hour hand. There is a longer one, which is minutes, but there is no one here.

teacher: (the teacher makes some supplements according to the students' answers) So do you find out how these 12 numbers go? And how do these needles go?

[Analysis] Every student is familiar with clocks and watches, and his understanding of it is also different. Therefore, when teaching, I respect students' experience about clocks and watches, explore cooperative learning methods through observation, operation, discussion and communication, fully understand the external structure of the clock face, and lay a solid foundation for later study.

Section 2: Learn to recognize, read and write in the whole time.

1. Understand the existing knowledge structure of students.

teacher: kid, can you tell the time indicated on the clock face? (writing on the blackboard in different situations)

1: 3 o'clock.

2: 12 o'clock.

teacher: how do you see the time indicated by the clock face?

health 1: because the hour hand is at 3!

health 2: but there's still a finger at 12!

S3: But that's not an hour hand! The hour hand is at 3 and the minute hand is at 12, which means it's just 3 o'clock.

teacher: this kid speaks very well! We can also say it is 3 o'clock sharp. So what time are these two clock faces? (explain how you recognize it? )

At 1: 7, because the hour hand points to 7, the minute points to 12.

at 2: 6, because the hour hand points to 6. The minute hand points to Division 12

: The three clock faces we know just now all indicate the whole time. (blackboard writing: the whole time) So what are the characteristics of the direction of the hour hand and the minute hand when the whole time is on? (Group discussion)

Report:

The minutes of these three clocks all point to 12.

hour hand: at 3 o'clock, it points to 3.

at 7 o'clock, point to 7.

at 6 o'clock, point to 6.

2. deskmate communication: how are you going to tell the time?

3. Two ways to write the whole time.

(1) Introduce the method of using Chinese character "time" (blackboard writing: 3: ? At 7 o'clock? 6 o'clock)

(2) Teacher: How can I write exactly when?

guide the students to use their existing life experience to discuss and come up with another way of writing?

(blackboard writing: 3: 7: 6:)

4. Hands-on operation.

(1) Say the time, and the teacher will dial the corresponding time on the clock face model.

(2) When a teacher says time, he dials it on the clock face of the learning tool.

content: 2 o'clock? At 7 o'clock? At 11 o'clock? 12 o'clock

(3) deskmate interaction: one person says the time, and the other person dials the clock face.

[Analysis] It is difficult to read the time indicated on the clock face. Although students can know the whole time in life, the concept is vague. Teachers arrange students' activities at different levels: trial recognition → observation and exploration → discussion and exchange → operation and practice. Perceive in operation, compare in observation and verify in communication, so as to find the law and break through the difficulties.

Segment 3

1. Teacher: "Time is precious, so we should cherish it. How can we cherish it as a student? Make rational use of time and arrange our day's study and life. Here is a children's day's work and rest schedule. Please read it carefully and then comment on whether his arrangement is reasonable? "

6: 3: get up

7: : go to school

8: 3: do morning reading

9: : have class

12: : have lunch

1: : have class

5: : have sports

5: 3: have dinner. And the time in the afternoon)

2. (Courseware) One day, Xiao Ming's students said to each other, "When is Xiao Ming doing" while watching the video, and finished the book on page 92. (Talk to each other at the same table, and then choose to talk)

3. Game: Find friends.

4. It's 9 o'clock now. What time is one hour later?

Inspire students to find out what time the original clock indicates. Try it on your own clock face: when is an hour? Computer demonstration confirmed.

5. Ask and answer questions about life situations. (You can ask the students to investigate before answering)

On Sunday, Didi wants to go to the stationery store to buy pencils and books. Didi looks at his watch and asks,

① Should Didi go to Xinhua Bookstore or the stationery store first? Why?

② After the stationery store opens, how long will it take before Xinhua Bookstore opens?

③ If Teacher Lei wants to buy pens and books at 7: after supper, which store should she go to first?

[Analysis] The exercises have distinct levels and various forms, which conform to children's psychological characteristics and are beneficial to students' intellectual development and ability training. In the exercise, the teacher arranged materials and situational questions and answers related to life background, which inspired students to solve the problems around them with what they learned, cultivated students' application consciousness, and embodied the connection between mathematics and life.

Third, general comment:

Mathematics teaching should be based on students' existing life experience and knowledge. Knowing clocks and watches should be closely linked with students' life experience to organize activities. Students' life experience is an important resource for primary school mathematics teaching. In fact, primary school students have already had rich experience of clocks and watches in their life practice. This is an important basis for primary school students to know clocks and watches. Therefore, in teaching, we can't take knowing clocks, the whole hour and the whole half hour as "brand-new" knowledge. We should make full use of students' original experience in clocks and give full play to their initiative to cooperate in groups and explore independently. Summarize that the teaching of this lesson fully embodies the educational concept of "student-oriented".

1. Respect students' cognition, and let students enjoy "talking". Students know something about clocks and watches, but it comes from the perceptual bits and pieces of life, and they still have a little knowledge of some problems. In the whole learning process, teachers always stand at the same height with students to guide students to explore learning. The understanding of the external structure of clocks and watches and the recognition of reading and writing at all times always let students talk about what they know first, and then explore the places that students don't understand. Even if students don't understand, let other students talk about their own views and help other students with their own way of thinking and their language. Respect students' existing life experience and build relevant knowledge structure on the basis of perceptual experience.

2. Respect students' psychological characteristics and let students dare to "move". Throughout a class, let the students finish their study in action. Observation-"eye" movement, operation-"hand" movement, discussion-"mouth" movement, multi-sensory participation, one person moving, deskmate moving, four people moving, constantly experiencing success in the movement, making the mind in a state of high excitement and actively completing learning.

3. By evaluating Xiao Ming's work and rest schedule, the education of cherishing time is organically infiltrated; Help Didi complete the purchase task, experience the fun of using mathematics, and infiltrate the curriculum concept that mathematics comes from life and is used in life.