Reflections on the Teaching of Flying Luding Bridge

"Flying over Luding Bridge" describes the heroic feat of the Red Army flying over Luding Bridge to cross the Dadu River on the way to the north to resist Japan. A famous battle to show the revolutionary heroism of the Red Army soldiers who fought bravely and were not afraid of sacrifice. This text is written in chronological order. The reason why the Red Army wants to seize the Luding Bridge is to race against the enemy. The following is a reflection case that I collected for you. I hope you like it.

Reflection on the Teaching of Flying Luding Bridge: A Case Study

First, the examination of questions promotes thinking

On the basis of students previewing the text and mastering the words, teachers analyze reading and speaking. Write the word "Luding Bridge" on the blackboard and ask questions:

Where is Luding Bridge? What kind of bridge is it? Why did the Red Army seize Luding Bridge?

Use the above questions to promote students' thinking. To sum up, if the Red Army wants to win the Long March, it should not only "fly" as fast as the enemy to gain time, but also "seize" the Luding Bridge from the enemy.

Second, the main points of blackboard writing are helpful for understanding.

Understanding the author's ideas and the paragraph level of the text is the basic requirement of reading. This paper focuses on the story of "flying away" in the title, and tells "why flying away", "how flying away" and "the result of flying away" in turn. In teaching, according to the sequence of text narration, students are required to read the full text, understand the cause, development, climax and result of the battle of "taking the bridge", and guide students to ask questions.

Students read the text again with questions, and the teacher explains and guides. When speaking and reading the text, we should understand the content of "race against time" from three aspects: tight time, long road and race between ourselves and the enemy. We should also understand the content of "fighting against natural disasters" from three aspects: the steepness of the bridge, the madness of the enemy and the bravery of the Red Army. At the same time, write one by one on the blackboard according to the students' answers, and help students sort out the clues of the text and understand the content with the help of blackboard writing.

Third, the center of intensive reading and key enlightenment

The word "fly away" is the key word in the article, and it is also a high summary of the two key paragraphs of "seize the time" and "combat natural disasters" in the article. At the same time, it can best reflect the revolutionary spirit of the Red Army soldiers who are fearless, brave and tenacious, and not afraid of sacrifice. Therefore, in teaching, we should closely follow the key paragraphs, solve doubts and doubts, and help students understand the text center.

In the teaching of "grabbing time", students are required to first make clear the reasons and requirements of "grabbing time". Secondly, ask students to understand the difficulties encountered in the March of the Red Fourth Corps. "March in the rain" inspires students to imagine and recall the local scene at that time, thus deepening their understanding of the noble character of Red Army soldiers. At the same time, the following questions are set: What difficulties did the Red Army encounter during the March? How to overcome it? The heavy rain put out the torch and the enemy camped. Why should the Red Army move on? What does this mean?

Therefore, I understand the Red Army's courageous spirit.

In the section of "Attacking Natural Disasters", students are specially required to understand how the Red Army captured Luding Bridge, and guide them to creatively retell the following process: launching a general attack → twenty-two heroes braved the bullets to advance → the Third Company soldiers paved the bridge while advancing → the soldiers crossed the raging fire → annihilated the enemy guarding the bridge, thus realizing the noble character of the Red Army soldiers who fought tenaciously and were not afraid of sacrifice. Make students rise from perceptual knowledge to rational knowledge, thus achieving the purpose of understanding the center of the article.

Fan's Case Reflection on the Teaching of Flying Luding Bridge

"Flying over Luding Bridge" describes the heroic feat of the Red Army flying over Luding Bridge to cross the Dadu River on the way to the north to resist Japan. A famous battle to show the revolutionary heroism of the Red Army soldiers who fought bravely and were not afraid of sacrifice. This text is written in chronological order. The reason why the Red Army wants to seize the Luding Bridge is to race against the enemy. Attack the natural barrier, and finally take the bridge to the north to resist Japan. This order is written because the coherent links are closely linked and the atmosphere of war is strong, so it is adopted.

Introducing the text with situational teaching method.

1, when teaching, recite the poem "Long March", "The Red Army is not afraid of the expedition, Qianshan is only idle ... After the Red Army, it will make a splash." Because this passage says that the Red Army crossed the Dadu River and went north to resist Japan, and seized Luding Bridge. This poem coincides with the content. In addition, when reciting poems with great momentum and passionate music, students are brought into the ferry scene at that time through hearing, and the video of "taking the bridge" is played to let students be there. After playing the poems and video clips, the teacher came with the voice-over "1935 May North Anti-Japanese Red Army ... Students, let's get into this thrilling battle!" Let the students go back to the classroom from the music video to prepare for this class. In this way, students' interest in learning is improved and the purpose of stimulating interest is achieved.

2. Start with the text. What are the key and difficult points of the topic? What questions can I ask after reading the topic? ("Why fly away?" "How to fly away" and "What is the result of flying away") can get good training effect through students' learning. First, the teacher skillfully cut in from the key words in the topic, asked questions from the key words, brought out the outline of the plot development (cause, process and result) of the text, provided a training opportunity to fill words and make sentences, and extended it to the summary of the main content, showed the narrative order, and put forward the basis of segmentation, which boils down to guiding learning methods. The six training tasks (finding key words, asking questions, summarizing the main contents in consecutive sentences, analyzing the narrative order, segmenting and guiding learning methods) are interlocking and unique. After sorting out the order, ask the students to write the main contents according to their own understanding (limited to 2 minutes). Students' consciousness is often poor. If students ask and answer questions in class, only some well-taught students will take the initiative to use their brains to complete them. On the other hand, most students don't use their brains, so the whole class can't understand this text.

3. Grasp the keyword "Feiduo" 1 and analyze the necessary conditions of the Red Army's "Feiduo Luding Bridge" with the method of reverse deduction.

When the Red Army goes north to resist Japan, it must cross the Luding Bridge-it must seize the Luding Bridge-it must race against the enemy to seize the bridge quickly. In the case of students' understanding, let students focus on understanding why they should use "flying capture" instead of "capturing", and realize that the Red Army is in danger of crossing the Dadu River and Luding Bridge, and the enemy is in danger of chasing troops after natural disasters. Set off the heroic spirit of the Red Army soldiers.

4. Play video materials to let students feel the great momentum of the war and the fierce battle scenes. At the same time, the courseware shows the risks of Luding Bridge and Dadu River. Set off the difficulty of taking the bridge and the courage of the Red Army.

5. Guide to read the text with emotion.

Guide students to read the text with emotion, carefully understand the ideas expressed in the article when reading, and grasp the keynote of reading-reverence and praise. Walking the bridge is a feat, and the whole process is intense. Therefore, the rhythm of reading aloud should be tense and high. On the way to March, although the road is difficult and dangerous, we should read the heroic spirit of the Red Army and show the sense of hardship.

The scene of fierce fighting should be read carefully, and the speed should be a little faster. Deepen the understanding of the text through emotional reading.

6, reading extension, looking forward to the future, longing for a happy life. Show pictures of a group of cities (Wenfeng Pagoda, bustling streets, happy life in primary schools, etc. ) and let the students talk about their feelings. In view of the above two problems, the purpose is to make students cherish the memory of revolutionary martyrs and know that the new China was hard won and was bought with the blood of martyrs. We can only cherish time, study hard and make contributions to the prosperity of the motherland in the future.

7. In teaching, there are many contents and insufficient time.

Fan Wensan, a reflective case about the teaching of flying Luding Bridge.

Flying over the Luding Bridge describes the battle process of the Red Army to seize the Luding Bridge and cross the Dadu River on the way to the Long March, and shows the heroic spirit of the Red Army, which is United as one, fearless of difficulties and obstacles. This text is written in the order of events. Write first, and grab time with the enemy; Then write the wonderful Luding Bridge; Finally, write down Luding Bridge. The full text closely follows the word "fly away" and focuses on two parts: the difficulty of winning the bridge section and how to win it. The thinking is clear and the key points are prominent. Therefore, to determine the teaching objectives and teaching difficulties of this class are:

1. Stick to "fly away". Understand the content of the text, understand the thoughts and feelings expressed by the author, and learn the fearless revolutionary spirit of the Red Army soldiers who are brave in danger and sacrifice.

2. Read 10 and write 6 words. Continue to practice writing abstract notes and practicing independence.

3. Understand the meaning of the words "key, amazing, deafening, critical, desperate, intense, combative and powerful" in the text.

4. Read the text with emotion. Learn how to describe events in their order.

Emphasis and difficulty in teaching: understand the content of the text and learn the fearless revolutionary spirit of the Red Army soldiers who are not afraid of hardship, sacrifice and courage. Learn how to describe events in their order.

Most of today's children have grown up under the careful care of their parents, and their life experiences and emotional accumulation are far from the emotional connotation in the text. So before class, I asked the students to collect stories and pictures about the Long March of the Red Army and learn about the war. At the beginning of the class, I asked the students to ask questions first. Some students asked, "Why do you want to fly Wen away?" ? Why did the Red Army seize the bridge? Wait, then let them share what they know and understand the background of the story in combination with paragraph 1.2 of the text. In teaching, let students understand the main content of the text through free reading, silent reading and group reading; Understand why the Red Army is fighting for time, how they are fighting for time, and what difficulties they encountered when they seized the bridge. Then read and find out the paragraphs corresponding to "Fei" and "Duo", and then find out the keywords and sentences of each part and draw them. Then organize exchanges in the group, experience the difficulties and obstacles faced by the Red Army, and feel the heroic spirit of the Red Army that is fearless and not afraid of sacrifice. Finally, use a variety of ways to guide reading skillfully and emotionally.

Looking back at the content of the class, I found that my schedule was not reasonable enough and the details were not handled properly. For example, when students understand that "flying" means fast, I should ask in time, what does it mean in the text? Ask the students to answer in the short passage that the Red Army must advance quickly, reach Luding Bridge before the enemy, and "advance at full speed" on the blackboard. Save time for later. For example, when I first read the summary, I didn't say that the text was written in the order of things, so I should point it out.

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