Primary school students know the tricks of clocks and watches teaching planThe following is a lesson plan for primary school students to recognize clocks:
* * 1. Teaching objectives **
1. * * Knowledge and Skill Target **
- The students were introduced to the structure of the clock, including the hour hand, minute hand, 1 - 12 numbers, and the scale lines.
- To enable students to accurately identify the whole time, master the judgment method of the whole time and the two expressions (such as 7:00 and 7: 00).
2. * * Course, Method, and Target **
- Through practical activities such as observing the real clock face, animation demonstration, hands-on clock dialing, etc., the students 'observation ability, hands-on operation ability and logical thinking ability were cultivated.
- Students should be guided to understand clock time based on their life experience and experience the close connection between mathematics and daily life.
3. * * Emotions, attitudes, values, goals **
- Cultivate the good habits of students to abide by time and cherish time.
* * 2. Important and Difficult Points in Teaching **
1. * * Teaching Focus **
- To recognize the various components of the clock face.
- Accurately and skillfully recognize the time.
2. * * Teaching Difficulties **
- Master the rules of the whole time and the two ways to express it.
- Understand the motion of the hour and minute hands.
* * 3. Teaching Method **
Teaching method, visual demonstration method, practical operation method, group cooperation inquiry method.
* * 4. Teaching preparation **
1. teacher preparation
- A multi-media class to show the structure of the clock face and the concept of timing.
- Model clock, in the classroom to directly display the characteristics of the clock face and carry out operation demonstration.
- Cardboard, magnet, used to make teaching aids or display related content on the blackboard.
2. students prepare
- A small clock used for hands-on operation. It could directly sense the movement of the hour hand and minute hand as well as the characteristics of the hour.
- Paper and pen for recording, practice, and classroom interaction.
* * 5. Teaching process **
1. * * Introduction (Create a situation and introduce a new lesson)**
- Play a video of a rooster crowing or guess riddles (e.g. I have a good friend who keeps walking and asks me to study and rest. He's really a good helper!) The topic was "Understanding Clocks".
- Show all kinds of pictures of clocks and watches. Let the students have a preliminary understanding of the variety of clocks and watches.
2. * * Knowledge Explanation and Exploration **
- * * Know the clock face **
- Ask the students to take out their own small clocks or observe the clock face in the multi-media class. Ask the students at the same table to exchange what is on the clock face.
- After the students reported, the teacher summarized and confirmed that there were 1 - 12 numbers on the clock face. There were 12 large squares. The minute hand was thin and long, and the hour hand was short and thick. There were also graduation marks.
- Guide the students to observe the characteristics of the rotation of the hour and minute hands, such as the minute hand turning fast and the hour hand turning slow.
- * * The whole time I knew you **
- Show the theme picture (such as the picture of Little Red waking up) and ask when the small alarm clock woke Little Red up. He guided the students to observe that the minute hand on the clock was pointing to 12 and the hour hand was pointing to 7. It was 7:00.
- Show the clock faces in the textbook to let the students observe and summarize the method of timing: When the minute hand points to 12, the hour hand points to what is the time.
- This paper will introduce how to express the time on an electronic watch, so that the students can understand the two ways to record the time.
3. * * Consolidating Practice **
- * * Clock Game **
- Group cooperation: You say I dial, I say you dial. For example, if a student said a whole hour, another student would dial the corresponding time on the small clock, or if a student dialed a whole hour, another student would say what time it was.
- Teacher check: the teacher said the whole time, the students dial the clock. For example, when the teacher said 6 o'clock, the students would dial the hour and minute hands on the clock (the hour hand pointed to 6, the minute hand pointed to 12, and the hour and minute hands formed a line); when the teacher said 12 o'clock, the students would dial the hour and minute hands to overlap.
- * * Complete the fill-in-the-blanks exercise **
- Show pictures or questions such as "Xiao Ming's Day", which contain different full-time activities. Ask the students to write the corresponding time or describe the corresponding activities according to the given time.
4. * * Expansion and Extension **
- Students will be introduced to ancient timing tools, such as sundial and copper clepsydra, and videos on the principle of sundial timing will be played to broaden their knowledge and let them understand the development of timing tools.
5. * * Class summary **
- Guide the students to review what they have learned in this lesson, such as the components of the clock face, the understanding method of the whole time, the expression method of the whole time, etc.
- It emphasized the importance of treasuring time and abiding by it.
6. * * Homework **
- Arrange homework after class, such as asking students to draw their favorite clock face and mark the time, and then share it with family or friends.
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