Nine-year compulsory education primary school mathematics book 1 unit 8 "know the clock" content. This is the teaching content closely related to life.

Case: Teaching fragment of "Knowing Clocks".

Teacher: (puts on a clock and a sun headdress and walks into the classroom) Do you know what the teacher is wearing?

Student: The teacher is wearing a beautiful sun; This is a clock face; This is a shining clock sun.

Teacher: The students observe carefully. Do you know the purpose of this clock?

Health: I know that clocks are used to tell time.

Teacher: Indeed, clocks are used to measure time. One revolution of the earth around the sun is a day, and there are 24 hours in a day. During the day, the clock ticks to tell people the time. Do students know that there were clocks and watches in ancient times?

Health: I don't think so, because grandpa said that my clock was bought the year I was born. If there was a clock in ancient times, my family should have had it long ago.

Teacher: The ancients didn't have clocks. Their perception of time is entirely intuitive. When the sun comes out, they go to work in the fields, and when the sun goes down, they go home to rest. Later, people found it inconvenient to judge time only by intuition. If it rains and there is no sun, it is impossible to tell the time. So people invented a "drip timing method", which is to fill a bucket with water and let it drip out of a small hole. Every drop of water is an hour. In the evening, an hour later, someone reports to the street, and this person is called the night watchman. An hour later, the night watchman went into the street to knock on the watch. Two hours later, the night watchman went into the street and knocked on his watch twice. One night, there will be five watches, and the fifth will be dawn soon. Although this timing method is a little advanced, it still makes people feel inadequate. Wouldn't people's lives be in chaos if the night watchman fell asleep or accidentally knocked on the wrong watch? So, the wise man invented the clock. The clock originally invented was very big, but it had many advantages. People don't have to be there all the time. When the time is up, the clock will automatically strike the time. However, it would be better if it were smaller and people could carry it with them. As a result, people constantly improve the structure of watches and clocks, making the parts of watches and clocks smaller and smaller and the appearance more and more beautiful. This is the clock that we can see everywhere today. Can students look at their watches?

Health: I only know that there is an hour hand and a minute hand; I know there are 12 squares on the clock face.

Teacher: What the students say is the knowledge of the clock face. (Show the clock face, know the clock face, and learn the method of reading and writing time) Now the teacher gives each table a clock face, and the deskmates check each other's mastery.

Student: A clock face, a reading and writing time, and then exchange.

Teacher: Now let's play a game. The name of the game is "Night Watch Knocking". As soon as the bell rang, a man carried a lantern to illuminate, and a night watchman rang the doorbell. The lanterns are surrounded by clock faces, and even more bang is also a clock face. Come up to the same table together. Only when you can read lanterns and clocks can you ring bells in the street, otherwise you have to study. Pay attention to your watch. Just knock as many times as you want. Don't make mistakes. The classroom is full of excitement. After a few minutes, all the students became qualified little bellboys. )

Teacher: Let's comment on which group is the most accurate. Each group member has a red flower. (The students carefully selected)

Teacher: Students, think about what time you get up every day, what time you go to school, what time you leave school ... and set aside corresponding time on the clock for the team members to check.

Teacher: Today, we learned to watch the clock. I hope everyone will cherish time and be the master of time in their later lives. The time for students to finish their studies with music is like a small carriage. )

Design Description: For the first-year students, they have seen clocks and watches, but they may not understand them. Teachers should not only teach students how to read and write accurately, but also strive to enhance students' interest in learning, so that students can not only easily master the learning content of this lesson, but also increase relevant knowledge and experience the fun of learning. Let students fully realize that in the process of telling stories and participating in games, clocks and watches bring us a lot of convenience, and our lives cannot be separated from clocks and watches.

II * Teaching objectives

1. Make students learn to watch full-time and half-time with their life experience.

2. Cultivate students' observation ability.

3. Let students form the good habit of cherishing and observing time.

course content

Textbook page 9 1 ~ 93.

Prepare teaching AIDS and learning tools

Physical clock, physical projection, microcomputer courseware; Each student has a physical clock, a timetable and a piece of homework paper with four moments written on it.

Teaching design

Question import

1. (In this part, teachers guide students to understand the whole step by step through in-depth questions, which not only clarifies the role of clocks and watches, but also understands the knowledge base of students, and also lays the foundation for later understanding and stimulates students' desire to express. ) These questions are:

"Each of you has a little friend on our life table. Who is it? "

"What is the clock used for?"

"Do you know the time?" Name the students to answer.

[With the introduction of the question, straightforward. Use questions to arouse suspense and stimulate students' desire for expression. Before class, we investigated the students' mastery of this part of knowledge, and found that most students knew the whole time and some students knew half the time. Through the design of this link, students can be given an opportunity to show themselves and let them naturally use their existing knowledge and experience. Of course, some students don't know the time and can't dial it out, but they will also be interested in knowledge and watch others dial it carefully. ]

2. According to the students' experience, let the students set aside a moment of understanding.

Ask the students to dial a moment they know. It is suggested that children who can't dial can see how other children dial.

3. Projection display.

Please set aside students at different times to show their clocks on the projection. Let each student tell everyone the time he dialed. )

There are three possible situations:

A.set aside a whole hour. B.set aside half an hour. C. when and when to put it on hold.

Always knew

1. According to the whole period of time set aside by students, show three paragraphs, let the students who know tell the time, and a few who don't know will find the characteristics of the whole period of time and learn to know slowly.

After speaking for three moments, the teacher standardized the students' language: "Everything the children said is right, but when should we say a few points in mathematics?" Who can say when these three moments are? " Ask the students to say three more moments with the word "time".

2. Show two more moments to let the students know more about the whole time, and then ask, "These moments are the whole time. Watch carefully and think about it. How did you always know? " Summarize the characteristics of the hour, so that all students can watch the hour. )

3. Through the understanding of the hour, introduce the names of minute hand and hour hand.

4. Show two moments for students to consolidate. Then, the teacher said that the students should set it out for a whole time and the whole class should correct it together.

The understanding of the hour is mainly to let students know the minute hand and the hour hand, summarize the characteristics of the hour time, let a few students who don't know the hour time learn, and pave the way for learning half an hour later. ]

Know half the time

(Set aside half an hour before the students are assigned) Show the time allocated by the students, and let the students you know briefly talk about how he approved it and have a preliminary perception.

At 3: 30 and 8: 30, let the students recognize it (students who know it at 8: 30 may make mistakes, so let the people who know it say how to recognize it and simply penetrate the characteristics of the half-court).

Teachers guide students to observe, and discuss how to recognize half-time by comparing the full-time method, and get the method of recognizing half-time, so as to deepen the impression in comparison (students discuss in groups).

Show three moments of consolidation.

In summing up the characteristics of half-hour, I put forward a leading question: "Just now we know the positions of the hour hand and the minute hand. Look carefully, child. Where do the hour and minute hands point half the time? How can I recognize it? " In this way, we can break through the difficulty of understanding the half-court, draw rules through discussion, and let students learn to watch the half-court. ]

Know the clock face

Courseware demonstration clock face: the hour hand, minute hand and 12 flashing numbers respectively.

Q: "Look carefully, little friend. What did you find? "

Through the demonstration of courseware and the introduction of students, the students finally know that there is a number 12 on the clock face, the long pointer is the minute hand and the short pointer is the hour hand. ]

write time

1. Know the time on the electronic watch.

Show two whole hours and 1 half an hour for students to recognize, and ask where you have seen this expression to prepare for the following writing.

2. Write down the time.

Teachers write on the blackboard and students learn to write, knowing that numbers and electronic watches are the same.

Students finish the content on the homework paper and correct it in groups.

Comprehensive exercise

1. Find a seat (courseware operation).

2. Children's Day (animation demonstration), consolidate what you have learned and let students know that it is 6 o'clock in the morning and 6 o'clock in the evening.

Ask the students to fill in their own time of getting up and going to bed.

3. Teachers or students tell the time, let the class set the time on the clock and give feedback in time.

4. The teacher set aside 5 points for the students to recognize, followed by 6 points and 7 points. Learn the order of the whole time by dialing the table and educate students to cherish time.

Concluding remarks

"Time has passed hour by hour, and I can't come back anymore, so children should cherish time and don't waste time. Let's be the little masters of time, ok? Class is over. "

Instruction design description

The content of this lesson includes understanding the clock face, understanding the hour and half-time and so on. The main purpose is to let students learn to look at full-time and half-time in combination with life experience. Because this part of knowledge is closely related to students' life, I made a survey on students' knowledge base before class. I know that students know something about clocks and watches and their functions. Most children can recognize the whole time, and a few students know the names of the three needles on the clock face in half an hour. Therefore, in the new teaching part, combined with students' existing life experience, all time and half time are taught in one class. Although most children know the whole time, they don't think about where the hour hand and the minute hand are at the whole time. Knowing this is also helpful to know the half-time So I didn't use the theme map of the textbook, but let the students recognize the whole time directly. On this basis, I recognize the half time, which increases the classroom capacity and conforms to the students' cognitive law.

First, make full use of teaching material resources.

The time on the clock surface shown in the textbook is representative and closely related to students' lives, such as 7: 00, 8: 00, 3: 30 and 8: 30 shown in the theme map of the textbook. In my teaching, I use the moments given in the textbook to learn the whole hour and half an hour through these moments. On page 92, the picture of children's life in a day is very in line with the reality of students. The picture is very vivid and true, and it has also been applied in practice.

Second, improve and supplement the teaching material resources.

In order to highlight the numbers of hour hand, minute hand and 12 on the clock face, I made such a courseware: show a clock face, and the numbers of 12 on the hour hand, minute hand and clock face can flash separately, which is convenient for students to understand.

In the content of this lesson, page 92 is based on children's daily life, which consolidates the understanding of the whole time and makes students understand that the hour hand on the clock should turn twice a day. I improved this part of the textbook.

1. Animate six pictures. This exercise appeared in the last part, and the students' attention began to be distracted. The application of animation can attract students again and arouse their interest.

2. Divide these six pictures into three groups: morning, noon and evening. Each group appears separately and can guide students to understand. So students can know that there are 7 am and 7 pm in a day.

3. The time in the six pictures has been changed. Change to get up at 6: 30, do exercises at 9: 30, and go to bed at 8: 30, which is closer to students' life and also serves the purpose of comprehensive exercises.

Textbook Exercise 16 Improvement of the third question: At the end of this class, the teacher set the clock to 5 o'clock and asked the students, "What time is after 5 o'clock?" "What time is after 6 o'clock 1 hour?" And concluded: "Time has passed hour by hour, and I can't come back." Through this exercise, students are taught to cherish time.

Third, creatively provide resources.

In the comprehensive exercise, the design of 1 is "finding a seat", that is, five small animals have a clock with different time on their chests and five chairs, and each chair has a digital time. Find a chair with the same time on the chest for five small animals. Small animals can sit on the chair, otherwise they will return to their original positions and drag with the mouse to operate. This exercise not only consolidated the understanding of the whole time and half time, but also consolidated the understanding of the method of expressing time with numbers, which attracted the attention of students.

After knowing the friends' schedules in the picture on page 92 of the textbook, I designed a table for students to write down the times of getting up in the morning and going to bed at night, so that they can know how to arrange their schedules reasonably.

Expert evaluation

This is the first time since the textbook reform that children who have just entered school have a preliminary understanding of the clock face and can read full-time and half-time correctly. The design of teachers' lesson plans is bold and open, which not only changes the presentation form of teaching materials, but also enriches the teaching materials resources and creatively uses them.

From the perspective of the whole class, there are mainly the following characteristics:

1. Close to students' reality and life experience, so that students can acquire knowledge naturally, happily and actively in the process of "moving".

Today is the high-tech information age. There is no denying that students can get a lot of information from outside the school. Therefore, before class, the teacher has a deep understanding of children's knowledge base, knowing that most children can basically recognize full time, and a few children can also recognize half time or other time. So, at the beginning of class, the teacher asked the children to "try to put aside the moment you know." Facts have proved that this bold design has aroused great interest of children and given different children opportunities to fully display themselves. Through a series of activities, such as letting students dial tables, observing and discussing, explaining by children, and evaluating each other, teachers make students since the enlightenment in practice, thus gaining new knowledge.

2. Pay attention to cultivating students' ability to collect and sort out information, and stimulate students' spirit of independent exploration and never being satisfied.

Knowing the whole time and half time of a class and comparing teaching can not only improve teaching efficiency, but also leave enough time for students to think, so that students can study in groups and communicate with the whole class, so that students can gradually acquire new knowledge through exploration and experience. The knowledge of students' autonomous learning is impressive, solid and flexible.

3. Various forms of evaluation have stimulated students' interest and emotion in learning.

In class, the teacher praised and encouraged learning many times, distributed "small red flowers" and "small red fruits" to motivate students, and gave timely feedback on the learning effect of students, so that students could enjoy themselves in the ocean of knowledge.

In short, this lesson fully shows that students are the masters of learning, teachers always put themselves in the position of organizers and guides, students are always in a learning process of active thinking and exploration, and teaching and learning can be truly integrated.