This lesson is to further understand the units of time: hours, minutes and seconds on the basis of students already knowing the full hours and half-hours on the clock. It is the content of the second section of this unit. The teaching materials are based on students' life experience, closely link teaching activities with students' real life, and turn the abstract concept of time into something visible and tangible for students, so that students know how to cherish time.

Teaching objectives

Knowledge objectives: Through actual situational activities, let students establish the concepts of one minute and one second, understand the relationship between minutes and seconds, and master that 1 minute = 60 seconds. Learn simple unit conversions.

Process goal: Through practical activities, let students personally experience the length of one minute and feel the meaning of time, cultivate students' estimation ability, and students' hands-on, oral, brain-using abilities and cooperative spirit .

Emotional goal: Experience the joy of learning mathematics through practical operations and interesting classroom activities, and stimulate interest and enthusiasm for learning.

Ability goal: Cultivate students' ability to estimate time through activities such as clapping, listening, reading, singing, writing, etc., and educate students to develop the habit of observing and cherishing time from an early age. good habit.

Teaching focus: Experience the length of one minute and establish the concept of one minute.

Teaching difficulty: Estimating how long a minute is

Study analysis

Students in this class have already had a preliminary understanding of the knowledge of time and minutes in the first grade. . Can distinguish the hour hand, minute hand and second hand; can initially recognize the hour and half o'clock on the clock face; however, students still have difficulty in distinguishing just after the hour and close to the hour. The teaching objects of this class are second-year students. They have less life experience but are more active in thinking. They still focus on unintentional attention, and unintentional attention is caused by the characteristics of the stimulus. When teaching, try to create as vivid a picture as possible. Mathematics activities close the connection between mathematics and life, making knowledge a vital need for students, allowing them to learn through play and seek knowledge in action. Explore innovation through operational communication.

2. Teaching and Learning

In the processing of teaching materials, I connect with the reality of life, use flexible and changeable activities to stimulate students' learning emotions, and fully let students carry out a variety of activities. Interesting practical activities and open situations guide students to experience. This enables students to have a better understanding of Yifen and have a deep understanding of what Yifen can do.

3. Design Concept

Mathematics comes from life and is applied to life to create life problem situations so that students can feel the value of mathematics in specific problems and specific situations. Learn in activities and develop in activities. In this class, the main emphasis is on student participation and practice, allowing students to participate in the entire teaching process and build their own knowledge system through their own practical activities. Students are the "masters" of learning. The new curriculum emphasizes that learning mathematics should be based on the students' real life, allowing students to personally experience the process of abstracting practical problems into mathematical models and applying them. The lesson "What Can You Do in One Minute" is intended to allow students to combine their own life experiences and experience the length of time through various activities such as counting heartbeats, listening to music, reading, playing football, etc., actively participate in mathematical activities, and The abstract concept of time becomes something concrete that students can see and touch. Let students personally experience the process of abstracting practical problems into mathematical models and applying them, so that students can truly experience that they are the "masters" of learning.

4. Teaching plan

(1) Create situations to stimulate interest and promote learning

According to the rules of children’s cognitive occurrence and development, in mathematics teaching In teaching, we must pay attention to students' practical activities and give full play to students' subjectivity. So I used the countdown scene of the 2008 Spring Festival Gala to feel that the New Year's bell was about to ring and experience the length of one minute. The purpose of this arrangement was to stimulate students' interest in learning with things that they were more interested in. Mobilize students' emotions and lay a good foundation for the exploration of new knowledge.

The new curriculum standards emphasize the integration of various disciplines. This link mainly allows students to initially experience the length of one minute. Students have certain life experience and have some vague understanding of what they can do in one minute. Let students talk about it, giving students an opportunity to communicate, and building a platform for students to show themselves, develop their own personalities, and help cultivate The subjectivity of students' learning stimulates students' interest in learning, mobilizes students' enthusiasm, and stimulates students' memory of time-related knowledge.

(2) Practical Perception

1. How long is one minute?

In this link, I designed the activity of "counting heartbeats" to experience it again to one minute in length to strengthen students’ perceptions. Focusing on students, students can fully experience the close connection between mathematics and life. You will forget it once you listen to it, but you can remember it forever only if you do it once. In the classroom, through various activities such as taking a picture, reading, writing, counting, and doing, students can have a deep impression of the length of one minute and lay the foundation for subsequent estimation.

2. The relationship between minutes and seconds

After we experience the beating of the pulse for one minute, let us quietly look at the clock face and learn about one minute together.

Observe the clock face. There are two old friends on it. The shortest and slowest one is the hour hand. The longer one is the minute hand that moves faster than the hour hand. There is also a thin and long hand on the clock face that moves the fastest. The second hand is the second hand. It can record a time shorter than one minute. One small step of the second hand is 1 second. Please observe the clock face and use your brain to think, how long is one second? What actions can we use to represent it?

Students name different methods, and at the same time choose the method of clapping. While observing the clock face, they experience the length of 1 second, 5 seconds, 10 seconds, and 60 seconds. They use their existing knowledge and experience to learn by looking at the clock face. , count the movements of the minute hand and the second hand, and the students discovered the relationship between minutes and seconds. I emphasized that students must remember the relationship between minutes and seconds, 1 minute = 60 seconds

I looked for an entry point from "How long is 1 second" and asked students to clap their hands and observe the minute hand and second hand respectively. changes, focusing on the cultivation of students' observation and summary abilities. When recognizing the second hand, let students distinguish the hour hand, minute hand, and second hand by observing the clock face, and then summarize the relationship between minutes and seconds. Through students' own observations and summaries, they can achieve better teaching results than teachers' explanations. At the same time, students can experience observation-thinking-inference-summarization in the process of observation, summary, and inference. Induction - the use of learning methods to develop students' learning abilities.

(3) Activity experience

1. What can the clock do

This is the focus of this lesson. In this link, I designed four activities ( Do calculation problems, read the Three-Character Classic, draw the sun, shoot a ball), students are divided into groups to choose a learning activity they like, time it collectively, and report the results. The active participation of all students can increase their sense of accomplishment and make them feel proud that they can do so much in one minute. Experience the length of one minute at the same time and establish the concept of one minute.

Students compare and talk about their feelings through four activities, so that students can understand that the length of time they feel is sometimes related to their mood and preferences, and carry out ideological education on loving learning at an appropriate time. Simple exercises provide students with opportunities to experience time, enhance interaction between classmates or teachers and students, and cultivate students' ability to cooperate with others during activities. At the same time, integrating the mathematical knowledge learned in textbooks into life deepens students' one-minute experience and cultivates students' awareness of learning and using mathematics.

2. How long is one minute?

This is the difficulty of this lesson. In this link, I ask students to listen to music and do what they like within one minute. Activity, this is a training for students' estimation ability. With the activity, the foundation has been laid. First, ask the students to share their estimation methods, and then dance to a piece of cheerful music. They will return to their seats when the score is estimated.

This link creates ample opportunities for students to practice for one minute. The new curriculum standard advocates extracting interesting materials from the life around children, learning mathematics in connection with life, restoring mathematics to life, and guiding it in practice. I asked the students to feel a minute through a large number of activities, and then choose something they like to estimate the length of one minute

4. The length of a few minutes

In this link Ask students to choose a song, estimate how many minutes it will take, and then sing it as a class to see if their estimate is correct. The new curriculum standards advocate learning mathematics from life, restoring it to life, and guiding it in practice. Let students experience a minute through a large number of activities, and then choose something they like to estimate the length of one minute and several minutes. The design adopts open teaching, allowing students to conduct activities in the way they like. The students' personality has been developed. After students have a certain amount of time, students are immediately allowed to conduct estimation exercises to promote further consolidation of knowledge.

(4) Expand thinking, classroom review

Questions in 1.

In order to better consolidate the knowledge learned and check students’ mastery, I The following three activities were designed to enliven the classroom atmosphere again.

①Teacher: Do you know, students, that at this Spring Festival Gala, there are our familiar good friends Hong Guoguo and Green Paopao? They saw that the students mastered minutes and seconds so well. , want to test everyone, do you want to accept their challenge?

The first level of challenge: It is the conversion of hours, minutes and seconds.

1 hour = ___ minute 1 hour 30 minutes = ___ minutes

1 minute = ___ seconds 1 minute 20 seconds = ____ seconds

70 Minutes = ___ hours ___ minutes 90 seconds = ___ minutes ___ seconds

Challenge Level 2: Let students learn to use the units of hours, minutes, and seconds in conjunction with real life situations.

Xiaohua sleeps 9( ) every day and skips rope 10 times for 7( )

Xiao Liang spends 20( ) for eating and Xiao Ming uses 12( ) for running 50 meters

Challenge Level 3: Test students’ calculation speed.

Can you complete it in one minute?

3×4= 5×6= 3×9=

5×8= 24÷3= 12÷6

② Present a set of data to let students understand the importance of one minute.

In one minute, a bank money counting machine can count approximately 1,500 RMB.

In one minute, CCTV announcers can broadcast about 800 words.

A car can run about 1,200 meters in one minute.

In one minute, a laser can travel approximately 18 million kilometers.

Based on the data given, let students talk about what they can do in one minute of their lives

I can put on my own clothes in one minute.

I can eat a banana in 1 minute

I can clean my table in 1 minute.

By letting students know that although one minute is short, this minute is very important to us, and promotes students to develop a good habit of cherishing time. This link reflects the emphasis in the new curriculum standards on the integration of various disciplines, making full use of the teaching resource of life to educate students ideologically, and educate students to cherish time and be the masters of time.

2. Class review

In this link, let’s talk about the students’ gains and experiences, summarize the knowledge learned in this class and their own classroom performance, and can also wake up again Students' memories of this lesson reveal the topic.

At the same time, according to the situation, provide a famous saying: "An inch of time is worth an inch of gold, but an inch of gold cannot buy an inch of time." to motivate students.

Students’ self-evaluations are very real. Students have truly become the masters of the classroom, stimulating their interest in participation and learning. At the same time, integrating the mathematical knowledge learned in textbooks into life deepens students' one-minute experience and cultivates students' awareness of learning and using mathematics.