Reflection on the teaching of Feiding Bridge

Part 1: Reflection on the Teaching of Flying Bridge in Luding

"Flying" is a key word in the text, and it is also a high-level summary of the two key paragraphs of "grabbing time" and "attacking the sky" in the text. At the same time, it can best reflect the revolutionary spirit of the Red Army soldiers who are not difficult, brave, and not afraid of difficulties. Therefore, it is necessary to closely follow key paragraphs during teaching, to solve problems and help students to understand the text center.
"Return the initiative to learn to the students!" This is the loudest voice in our curriculum reform. Teachers are no longer "teaching", but "guidance". Students are no longer "listening" but independent "learning". Students are the masters of the classroom. In this lesson, I let the students learn and explore independently. In the process of learning and inquiry, the students' feelings, the author's feelings, and the teacher's feelings constantly collide, so that the text is well understood. In short, self-reading self-realization is the highest level of language teaching pursuit. Actively advocating learning mode of self-reliance, cooperation and inquiry is the best way to achieve the purpose of language education. Teachers can only use the dialectical eye to use dialectical methods to deal with teaching materials, design teaching methods and learning methods, organize the activities of teachers and students in the classroom, and find the best entry point to guide students to self-read self-realization, thus guiding Students think, experience, and feel independently, and promote students' understanding.

Chapter 2: Reflections on the Teaching of Flying Bridge in Luding

"Flying the Luding Bridge" describes the battle process of the Red Army's capture of the Luding Bridge and crossing the Dadu River on the Long March of the Red Army. It shows the heroic spirit of the Red Army united as one, not afraid of difficulties and obstacles, and bravely marching forward. The text is written in the order in which things are developed. Write first and the enemy to grab the time; then write to capture the bridge; finally write to capture the Luding Bridge. The full text is closely related to the two words, focusing on the difficulty of winning the bridge and how to win the bridge. The content is clear and focused. Therefore, it is determined that the teaching objectives and teaching difficulties of this lesson are:
1. Close to the "flying". Understand the content of the text, understand the thoughts and feelings expressed by the author, learn the Red Army soldiers who are not afraid of dangers, not afraid of sacrifice, and bravely go forward to the fearless revolutionary spirit.
2. Recognize 10 words and write 6 pieces. Continue to practice writing excerpt notes and practicing independent literacy.
3. Understand the meaning of the words "key, fearful, deafening, deafening, ignorant, fierce, wrestling, mighty" in the text.
4. Have a reading of the text with emotions. Learn how to tell events in order of development.
Difficulties in teaching: understanding the content of the text, learning the Red Army soldiers are not afraid of hardships, not afraid of sacrifice, and bravely forward the fearless revolutionary spirit. Learn how to tell events in order of development.
Most of the children now grow up under the care of their parents. Their life experience and emotional accumulation are far from the emotional connotation of the text. So before class, I asked the students to collect stories about the Long March of the Red Army and related pictures to understand the war. At the beginning of the class, I asked the students to question the subject first. Some students put forward the question of why the text should be used for flying. Why did the Red Army win the bridge? Then let them exchange the knowledge they know and combine the lessons. The natural paragraph of Section 1.2 understands the background of the story. In the teaching, let the students read the main contents of the text freely, read silently, read in groups, etc. Understand why the Red Army should grab time, how do they take time to grab the time and win the bridge? What difficulties have been encountered. Then I read the corresponding paragraphs of "flying" and "winning" by self-reading, and then find out the key words and key sentences of each part separately, and draw them out; then organize the exchanges in the group, and experience The Red Army faced difficulties and difficulties, and felt the heroic spirit of the Red Army's brave and fearless sacrifice. Finally, it used a variety of methods to guide reading aloud skillfully and emotionally.
Looking back at the content of the class, I found that I was not reasonable enough in the time schedule and the details were not handled properly. For example, when students understand that “flying” means fast, I should promptly ask what is in the text. Let the students answer in the text means that the Red Army must advance quickly, grab the Luding Bridge before the enemy, and follow the trend of the book "Fast March." Save time for the back. For example, when the first reading summary is not able to say that the text is written in the order of development of the matter, it should be pointed out.

Chapter 3: Reflections on the Teaching of Feiding Bridge

Starting from the topic, the divergence is opened, and the questions are entered into the text, questioning the reading, and then from the text to the question, summing up the summary, so that the title of the article corresponds, the ring is closely linked, deeper and deeper, and has received good teaching results.
First of all, I have a few words on the blackboard, "Liaoding Bridge", and explain the skills of writing these words in detail, so that students can follow them seriously. After that, I asked the students to ask questions about these words. Some students ask: “Where is Luding Bridge?” Some ask: “What is Luding Bridge?” I will guide students to read “pre-study”, read related texts or find information they bring themselves. solve. In this way, the student quickly solved the first problem. In solving the second problem, I took the opportunity to guide the students to read the sixth paragraph of nature and lead them to clarify the level of this natural section: first wrote the bridge deck, then wrote the river under the bridge, and finally wrote the bridge across the bank. Enemy. After finishing this paragraph, I asked the students to talk about their feelings about Luding Bridge, paving the way for understanding the spirit of the Red Army's heroic bridge.
Secondly, I will "take" the words in the book, let the students talk about the meaning of the word, and then put it in the text to understand. Then, I asked the students to ask questions about this word. Some students ask: "Why do you want to win the bridge?" Some asked: "How to win the bridge?" I still let the students read the text themselves and find the answer from the text. The student immediately found the first paragraph and quickly got the answer. For the second question, I didn't let the students solve it right away, but left it behind to solve it.
Next, I will use the word "fly" to guide the students to literally understand what it means, and then think about what it means in the text. After that, it is still for students to ask questions by this word. Some students ask: "Why do you want to ''fly'''''?" Some ask: "How do you fly the bridge?" I also let the students read the relevant texts themselves, first solve the previous problem. . The students found the answer from the second and third paragraphs. I drew a sketch on the blackboard according to the student's answer, so that the students could understand the position, distance and strength of the enemy and the enemy intuitively so that they could Deeply understand the arduous task of the Red Four Missions, and thus more deeply understand the difficulties of winning the bridge and the tenacious revolutionary spirit of the Red Army hero. Then I asked the students to ask questions that were not understood in these two paragraphs. The students raised a few questions. I added a question: "The Kuomintang reactionaries and the Red Army are both Chinese. Why not go to the Japanese, but to stop our army from going north against Japan?" Through the discussion of this issue and the teacher's brief introduction, students are given this article. The background has a general understanding.
"Flying" is a key word in the text, and it is also a high-level summary of the two key paragraphs of "grabbing time" and "attacking the sky" in the text. At the same time, it can best reflect the revolutionary spirit of the Red Army soldiers who are not difficult, brave, and not afraid of difficulties. Therefore, it is necessary to closely follow key paragraphs during teaching, to solve problems and help students to understand the text center.
"Return the initiative to learn to the students!" This is the loudest voice in our curriculum reform. Teachers are no longer "teaching", but "guidance". Students are no longer "listening" but independent "learning". Students are the masters of the classroom. In this lesson, I let the students learn and explore independently. In the process of learning and inquiry, the students' feelings, the author's feelings, and the teacher's feelings constantly collide, so that the text is well understood. In short, self-reading self-realization is the highest level of language teaching pursuit. Actively advocating learning mode of self-reliance, cooperation and inquiry is the best way to achieve the purpose of language education. Teachers can only use the dialectical eye to use dialectical methods to deal with teaching materials, design teaching methods and learning methods, organize the activities of teachers and students in the classroom, and find the best entry point to guide students to self-read self-realization, thus guiding Students think, experience, and feel independently, and promote students' understanding.

Part 4: Reflections on the teaching of Feiding Bridge

"Flying the Luding Bridge" describes the heroic feat of the Red Army flying north on the anti-Japanese road to fly the Luding Bridge to cross the Dadu River. It is a famous battle of the heroic heroes of the Red Army soldiers who fought bravely and were not afraid of sacrifice. The texts are written in chronological order. The Red Army wants to take down the reason for the Luding Bridge and grab the time with the enemy. Attacking the natural danger, finally winning the bridge and going north to fight against the Japanese order to write, the clear link between the clear links and the war atmosphere is strong, so the mining
Introduce texts using situational teaching.
1. During the teaching, the poems of the "Long March" are broadcasted. "The Red Army is not afraid of the expedition, and the Wanshui Qianshan is only idle... After the Red Army, it will open its face." Because this text writes the Red Army for the North to resist the Japanese to cross the Dadu River and capture the Luding Bridge. This poem is exactly the same as the content. In addition to the poetry readings, the imposing manners and excitement of the music allowed the students to be brought into the scene of the ferry at the time of the auditory, and the video of "Capture the Bridge" was broadcasted, and the students felt like they were in the scene. After playing the poems and video clips, the teacher passed the voice-over voice. "In May 1935, the North Army resisted the Japanese Red Army... the students let us enter this thrilling battle!" Let the students return to the classroom from the music video. Prepare for this lesson. In this way, students' interest in learning has been improved and the purpose of interest has been achieved.
2, the text begins, the key point of the problem is which one can see what questions you can ask? Through the students to learn, you can get a good training effect. The teacher first subtly cuts in the keyword language from the topic, and asks questions from the keyword to bring out the outline of the text plot development, which provides a training opportunity for the lyrics, and extends to the summary of the main content, showing the narrative order. The segmentation basis is proposed and comes down to the guiding method. The six training tasks are interlocking and can be described as one-off. After clarifying the order, students are required to write the main content according to their own understanding. The students' self-consciousness is often very poor. If students use the classroom question and answer form, only a part of the students who teach well can actively complete their brains. Most of the students do not use their brains to achieve the purpose of understanding the text.
3. Grasp the key words “flying away” 1. Use the reverse push method to analyze the conditions that the Red Army must possess in “flying the bridge”.
The Red Army’s anti-Japanese war in the north must be carried out from the Luding Bridge – it is necessary to win the Luding Bridge – to win the bridge – it is necessary to grab the time with the enemy and quickly win the bridge. Under the circumstances of the students, let the students focus on why they should use the "flying" instead of "taking down" to realize the danger of the Red Army facing the Dadu River and the Luding Bridge. The enemy has the danger of chasing after the danger. The heroic spirit of the Red Army soldiers.
4. Play video information so that students can feel the great momentum of the war and the fierce battle scene. At the same time, the courseware shows the dangers of Luding Bridge and Dadu River. To set off the difficulty of winning the bridge, the heroic of the Red Army.
5. Guide the reading of the text emotionally.
Instruct students to read the text emotionally. When reading aloud, they should carefully understand the thoughts expressed in the article and grasp the keynote of reading aloud - reverence and praise. Winning the bridge is a feat, and the whole process is intense. Therefore, the rhythm of reading should be tense and high-pitched. On the way to the march, although the journey is difficult, it is necessary to read the heroic spirit of the Red Army, which is not afraid of difficulties and obstacles, and will show a sense of urgency.
The scenes of the fierce battle must be read with tension and momentum and a little faster. Deepen the understanding of the text through emotional reading.
6, reading extension, looking to the future, the embarrassment of a happy life. Present a set of pictures of the city to let the students talk about their feelings. In response to the above two questions, the purpose is to let the students remember the revolutionary martyrs and know that the new China is hard-won. It is exchanged for the blood of the martyrs. We only cherish the time, study hard, and contribute our strength to the prosperity of the motherland in the future. .
7. In the teaching, there are more arrangements and less time.

Chapter 5: Reflections on the Teaching of Flying Definite Bridge

First, reviewing the topic and promoting thinking. On the basis of the students' preparation of the text and the mastery of the words, the teacher will carry out the reading and analysis, and the first book, "Luding Bridge", asks:
Where is the bridge? What kind of bridge is it? Why did the Red Army win the bridge?
Use the above questions to promote students' thinking, and conclude that in order to achieve the victory of the Long March, the Red Army must use the speed of "flying" to grab time with the enemy, and must "take" the Luding Bridge from the enemy.
Second, the main points of the book help to understand the understanding of the author's ideas and the paragraph level of the text is the basic requirements of reading. This article closely follows the "flying" of the topic to unfold the storyline, and then talks about "why fly" and "how to fly" and "the result of flying" around "flying". During the teaching, according to the order of the texts, students are required to read the full text to understand the causes, development, climax and results of the “bridge grabbing” battle, and guide students to question.
The students read the text with questions and the teacher gives instructions. When reading the text, I understand the content of the "grab time" from the three aspects of "time tight", "road distance" and "race between the enemy and the enemy", and find out from the three aspects of "bridge danger", "enemy madness" and "red army brave". The content of this part of "attacking the natural danger", at the same time according to the students' answers, one by one, using the blackboard, using the blackboard to help students sort out the clues and understand the content of the text.
Third, intensive reading center
The word "flying" is the key word in the text, and it is also a high-level summary of the two key paragraphs of "grab time" and "attacking the sky" in the text. At the same time, it can best reflect that the Red Army soldiers are not afraid of hardships, bravely marching forward, tenacious fighting, not afraid. The revolutionary spirit of sacrifice. Therefore, in teaching, we must closely follow the key paragraphs, solve problems and solve problems, and help students understand the text center.
The teaching “grab time” section first requires students to specify the reasons and requirements for “grab time”. Secondly, students are required to understand the difficulties encountered during the march of the Red Fourth Regiment. The section “Raining the Rain” inspired students to imagine and recall the local scenes at that time to deepen their understanding of the noble character of the Red Army soldiers. At the same time, set the following questions: What difficulties did the Red Army encounter on the march? How is it overcome? The heavy rain poured out the torch, the enemy camped, and why the Red Army continued to move forward. What does this mean?
Therefore, I realized that the Red Army did not fear the dangers and the spirit of going forward.
The section “Take the Earth Insurance” specifically requires students to understand the process of the Red Army’s capture of the Luding Bridge and guide the students to follow: to launch the general attack → 22 heroes braving the artillery fire → three soldiers marching and paving the bridge → the warriors pass through the raging The fire → the process of destroying the enemy of the bridge to carry out a creative retelling, thus realizing the lofty morality of the Red Army soldiers fighting hard and not afraid of sacrifice. To make students rise from perceptual knowledge to rational understanding, so as to achieve the purpose of comprehending the center of the article.