Selected Teaching Plan of "I Stand on the Tiesuo Bridge" in Grade Six Chinese —— Model Wen Yi
Teaching objectives:
1, understand the meaning of key poems through self-reading, communication and discussion.
2. Understand the content of the poem and experience the feelings expressed by the poet.
3. Read and recite the text with emotion.
Emphasis and difficulty in teaching: understanding poetry and feeling the feelings expressed by poets.
Teaching process:
First, create a scene and introduce passion.
This is the famous Luding Bridge at home and abroad, which is also the iron cable bridge written in the poem. 1In May, 935, the Red Army, which went northward to resist Japan, was stopped by Kuomintang troops at Luding Bridge. In order to gain time, they risked their lives to climb the bridge fence and step on the chain, and achieved the great victory of "flying over Luding Bridge". Many years later, the poet Gu Gong came here, full of ups and downs in his heart, and wrote the poem "I stand on the iron chain bridge" excitedly. In this lesson, let's walk into the text together and appreciate the poet's feelings.
Second, the overall perception:
1, the first time you read a poem, you should be correct and fluent.
2. Think about what poetry is mainly about. What is written in each section? Make a simple outline.
Third, read poems and experience emotions.
Autonomous learning
Learning goal: read the text freely and think about what the poet saw when he stood on the iron cable bridge. what do you think? Draw relevant sentences and annotate your feelings.
(2) Group communication
(3) class report
Learn the first section.
1, Teacher: What did the poet see when he stood on the chain bridge?
(Erlang Mountain Cloud, White Wave on Dadu River)
2. Teacher: The courseware shows such a sentence: "There are clouds floating on Erlang Mountain overhead, and white waves are rolling at the foot of Dadu River." What can you learn from this poem? (The Adventures of Iron Cable Bridge)
Who wants to read this sentence? Guide students to read the adventures of crossing the iron cable bridge. )
Display information: Luding Bridge spans the Dadu River, several feet above the water surface, and consists of 13 chains: two on each side, which is considered as a bridge fence; There are nine blocks side by side under it, and the deck is paved with wooden boards. People stagger on the bridge, just like swinging. At that time, even the boards were pulled out by the enemy, leaving only chains.
3. Teacher: Read the first lesson together. (Teachers and students read together)
Learn the second section.
1, Teacher: Look at the clouds in Erlang Mountain and the white waves in Dadu River. What did the poet think of at this moment? I think of the heroic Red Army, which once crossed here. )
2. Understand the meaning of "forced crossing".
3. Teacher: What difficulties did the Red Army encounter when crossing the Luding Bridge? Read section 2 again and find the relevant statements. (Dense chains of iron bullets rained down on the enemy's barrage)
4. Teacher: Students, at that time, the Dadu River was the only way for our army to go north. In the face of the enemy's siege, our army had to cross the Luding Bridge and successfully go north to resist Japan. How did we Red Army soldiers survive? Let's go and see the situation at that time!
Show pictures and sentences of the flying Luding Bridge. Climbing, adventure, breakthrough, etc. )
What have you learned from these words? (with heroic and tenacious dedication)
Teacher: In the face of natural hazards, brave Red Army soldiers bravely crossed the river without fear of sacrifice. Who wants to read this poem again? Read by name.
Boys and girls study separately,
Read part two together.
1, Teacher: In this strong crossing, the Red Army soldiers were not afraid of sacrifice, risked their lives to climb the bridge fence and step on the iron rope, and won the great victory of "flying over Luding Bridge". This campaign can really be described as "the iron cable of Dadu Bridge is cold and the iron cable bridge is awesome."
Show: Flying over the Dadu River.
Xiao Hua
The current is swift, the mountains are steep, the mountains are majestic and the wolves are fierce.
Athletes skillfully cross the Jinsha River, and brotherly nations meet.
On the edge of Anshun field, he was brave and good at fighting, treading waves and crossing streams to annihilate enemy soldiers.
240 miles day and night, shot down and chased Luding.
The iron chain bridge is magnificent, and the warriors will remain in the name of England for generations to come.
Learn the third section.
Teacher: The brave people shed their blood for today's happy life. Back then?
People hold beautiful flowers and gently scatter them on the hero's land.
The people will not forget them, and neither will the motherland. Please read this paragraph with respect.
Learn the fourth quarter
1, Teacher: How did the poet feel when he stood on the iron cable bridge and remembered the heroic battle scenes of the Red Army? (surge of emotion)
2. How do you understand "surge"
3. Teacher: At this moment, the poet's heart is surging! He can't help singing loudly. Let's sing loudly with the poet with passion! Read Part 4 together.
What does the poet sing?
Fourth, classroom testing.
1, Teacher: In this land of heroes, brave people exchanged their lives and blood for people's happy lives. Let's send back our favorite poems with respect.
2. After reading this article, what do you want to say to the martyrs? Pick up a pen and write down your feelings.
Verb (abbreviation for verb):
1, Teacher: After the victory of the Long March, Comrade Mao Zedong wrote a new poem "The Long March" to praise the soldiers who fought bravely in the Long March. We read this poem with admiration and admiration for the Red Army soldiers.
Selected teaching plans of sixth grade Chinese "I stand on the iron chain bridge", Fan Wener.
★ Teaching objectives:
1. Understand the key words, the thoughts and feelings of the text, and recite the text accurately and smoothly.
2. Cultivate students' self-reading ability, text analysis ability and accumulation and application ability.
3. Cultivate students' sense of cooperation, so that students' minds can be cultivated, infected and purified in the story.
★ Teaching focus:
Understand the meaning of profound sentences. In the process of learning, pay attention to cultivating students' independent reading ability and cooperative consciousness.
★ Teaching difficulties:
Cultivate students' ability of self-reading, text analysis and accumulation and application.
★ Teaching preparation
Collect relevant information and learn more about the story of the Red Army flying over Luding Bridge.
★ Teaching time: 2 hours.
★ Teaching process
first kind
First of all, exciting introduction:
Teacher: 1. Last class, we learned the story of cable bridge. Who can tell me about the characteristics of the cable bridge in your eyes?
2. Yes! Cable bridges are dangerous. Today, let's visit another bridge that is closely related to our new China and extremely dangerous? Luding Bridge on Dadu River.
Second, preview and explore:
Preview outline:
1. Learn about Luding Bridge.
2. As the saying goes: "See things and think of people", what did the poet see when he stood on the bridge? What do you feel?
Cooperation and communication:
1. Information about the railway bridge
2.1On May 29th, 935, on the way to the Long March, the Chinese Red Army of Workers and Peasants seized Luding Bridge with surprise soldiers, and the Red Army crossed the Dadu River. Mao Zedong's poem "Long March" has the sentence that "Jinsha River is warm when it hits clouds and cliffs, and Dadu Bridge is cold when it is separated by iron cables". After 1950, it was repaired many times, and an exhibition hall was established to show the historical materials of the Dadu River Railway Bridge. Now it is a national key cultural relics protection unit.
3. The blackboard writing topic, combined with the preview outline, questions and doubts.
Third, read poems and experience emotions.
1. Look at the whole poem with the score and feel it as a whole.
Listen and think: What did the poet see when he stood on the bridge?
2. Instruct students to learn the poems in section 1 and section 4 first.
(1) Students can read this section for free. What do they seem to see? What do you feel?
The courseware shows the pictures of the cable-stayed bridge in the textbook. Students combine the pictures to imagine and express their opinions.
Can you read the experience? Students can read freely or by name.
At this moment, our poet is standing on the bridge. What's his mood? Please scan the whole poem quickly and find out the words that reflect the author's mood. (Learning Poetry in the Fourth Section)
Understand the meaning of "surge of emotion" according to your own life experience and text content.
Read the fourth section freely.
(3) Instruct students to read aloud, such as reading aloud by name, reading aloud in groups, reading aloud in cooperation between teachers and students, reading aloud with music, etc.
3. Focus on guiding the taste of two poems.
(1) Thinking: What did the poet think of when he stood on the bridge? Students can read the second part freely.
(The author recalls that the Red Army flew to Luding Bridge and fought fiercely with the enemy. )
(2) After students' initial perception, imagine the intense scene at that time and name it.
Play the video: "Flying over Luding Bridge", recall the fierce battle of the Red Army of workers and peasants crossing the river, and experience the heroic and indomitable revolutionary spirit of the Red Army.
(3) Appreciate this poem carefully, draw the words that best reflect the bravery of the Red Army soldiers, and write down comments.
Group communication and discussion
Warriors, climb the chain, brave the dense hail and break through the enemy's barrage!
(Show it with courseware and understand it deeply. The three verbs of "climbing, breaking through and breaking through" directly reflect the heroic and tenacious dedication of the Red Army soldiers. )
4. Read the third section.
(1) Read freely and ask questions if you don't understand.
(2) Group cooperation and communication:
(1) to guide reading.
5. The whole poem reading guide.
Third, expand accumulation and sublimate emotions.
What do you want to say to countless martyrs after learning this article?
Looking back on the past and cherishing the present, I expressed my memory of the martyrs and my love for today's happy life. )
Fourth, expand and extend:
After-class appreciation:
(The singing of this poem, Mao Zedong's poem "Long March", Xiao Hua's poem "Flying the Dadu River")
Five, homework design
1. Read and recite the full text with emotion.
2. Collect poems about the revolutionary war during the war years, and attend the class's poetry recital.
Attached board book design
I stand on the iron cable bridge
Climbing and breakthrough
Land of heroes! Heroes!
Second lesson
★ Teaching objectives:
1. Let students feel the charm of poetry, practice reading aloud with emotion and recite favorite paragraphs.
2. Let students feel the structure of the article and learn how the author relates the past and today of the ruins.
★ Teaching focus:
Practice reading aloud and reciting favorite paragraphs with emotion.
★ Teaching difficulties:
Let students feel the structure of the article and learn the author's writing.
First, introduce the new course:
1. Play the song "I Stand on the Cable Bridge" for students to enjoy.
Where did the author write this song? How do you feel after listening?
2. Today, we continue to learn Gu Gong's "I Stand on the Iron Chain Bridge". Write on the blackboard.
Second, reading comprehension:
Teacher: The whole poem consists of four sections, which are sung repeatedly from beginning to end. A beautiful artistic conception was created at the beginning, and the swaying bridges, floating clouds and white waves on the Dadu River triggered the author's infinite reverie. At the end of the same scene, I can feel the author's strong feelings.
1. Standing on the iron cable bridge, what does the author see?
Guide students to grasp the key words of "the bridge is shaking, with clouds above and white waves under their feet" and experience the danger and beauty of Luding Bridge.
2. Transition: What did the author think of when he saw such a scene?
(1) Students read related poems.
Teacher: Because of this, Mao Zedong wrote in the Seven Laws? This important battle was mentioned in the Long March, in which "crossing the bridge and freezing cold" was a key battle related to the fate of the Red Army.
(3) Why did the author call the Red Army soldiers "heroes"?
(1) Students can contact the dangerous situation at that time in the materials they consult. We can talk about "crossing the river, climbing the chain, taking hail and breaking the fire net" in the article. We can also start with the end of the battle in which the Red Army won this important battle at the cost of only three casualties.
(4) summary. Standing on the iron cable bridge, the author thinks of the heroic spirit of the heroic Red Army, which is fearless and not afraid of sacrifice.
(5) Practice reading aloud with emotion.
Transition: What has become of the place where the Red Army fought today? Let's learn the third part.
Where do you see that it is beautiful here now?
(In contrast, the fighting building has become a learning classroom; Pear blossoms, flowers scattered on the ground)
How did such a beautiful environment and such a happy life come from?
Revolutionary ancestors climbed snow-capped mountains, crossed grasslands, chewed bark and ate grass roots just to make us China people stand up and not be bullied? This has led to our happy life today. )
Conclusion: With these thoughts, the author's heart is surging. What does "surging" mean here?
Third, read aloud and recite:
1. Practice reading with emotion.
2. Choose a favorite paragraph to recite and see who can recite it quickly.
Fourth, discuss writing:
1. What is worth learning about the writing of this poem?
(borrowing scenery to express feelings, embodying feelings in the scenery, linking the past and today of the site. )
2. Practice writing:
What do you want to say to the revolutionary martyrs after learning "I stand on the iron chain bridge" and "Flying the Dadu River", facing the happy life in front of you?
Communicate with each other in the group first, and then write it down in the exercise book.
Fifth, expand the appreciation space:
Play "I'm Standing on the Cable Bridge" again and enjoy it.
Six: Homework after class:
1. Choose your favorite paragraph to recite.
2. Interested students, learn to sing "I stand on the chain bridge".
3. Collect and read poems about the Long March of the Red Army.
Blackboard design:
I stand on the iron cable bridge
Reflection and reflection on comparative lyricism
When the bridge shook, the Red Army forced the building to become a classroom, and the emotion surged.
Clouds climb overhead, and pear blossoms bloom in strings.
White waves broke through the fire net at the foot, and flowers scattered on the ground and sang loudly.
The sixth grade Chinese teaching plan "I stand on the iron cable bridge" selected text three
Teaching objectives:
Read your own feelings, exchange discussions, understand key words, and understand the thoughts and feelings in the text. Cultivate students' ability of self-reading, text analysis and accumulation and application. Cultivate students' sense of cooperation, so that students' hearts can be cultivated, infected and purified in the story.
Teaching focus:
Understand the meaning of profound sentences. In the process of learning, pay attention to cultivating students' independent reading ability and cooperative consciousness.
Teaching difficulties:
Cultivate students' ability of self-reading, text analysis and accumulation and application.
Teaching idea
The whole poem consists of four sections * * *, and the content is short, which is not suitable for detailed analysis and explanation. Since the Enlightenment, students have mainly read by themselves. Guide students to experience the heroic revolutionary spirit of the Red Army, focusing on the second quarter, and learn about the deeds of the Red Army going north to resist Japan and capture Luding Bridge by consulting materials. Guide students to read aloud emotionally and appreciate the charm of poetry.
Teaching preparation
Collect relevant information and learn more about the story of flying over Luding Bridge.
Teaching time
1 class hour
Students' learning process
First, stimulate the introduction of interest.
1. We have learned the story of the cable bridge. Who can tell me about the characteristics of the cable bridge in your eyes?
2. Yes! Cable bridges are dangerous. What we want to know today is a bridge that is closely related to our new China and extremely dangerous.
3. Introduce the information about the iron cable bridge to stimulate students' interest in learning.
Jihongqiao and Cliff Stone Carvings are two rare and splendid cultural treasures on the ancient Silk Road in southwest China for thousands of years. Through systematic and comprehensive textual research and tracing, it is of positive and far-reaching significance to reveal its long history and strong cultural connotation, both for local historical research and for the creation of today's cultural industry.
According to textual research, this bridge is the most complete and oldest of the 95 existing ancient cable bridges in Yunnan, Guizhou, Sichuan, Tibet and Shaanxi provinces, and it is also one of the three widest cable bridges in China, with a width half that of Luding Bridge in Sichuan, which is more than 200 years earlier. The load-bearing capacity is second only to the Panjiang Bridge in Guizhou, ranking second in the country. Dr Joseph Needham, an expert in the history of American science and technology in the world, said in his History of Science and Technology in China: "Jihongqiao is the oldest cable-stayed bridge in the world."
One of the existing ancient iron cable bridges in China. Also known as Luding Bridge. Located in the west of Luding County, Sichuan Province, it spans the Dadu River. In the forty-fourth year of Qing Emperor Kangxi (1705), construction started in September and was completed in April of the following year. The bridge has a clear span of 100 m, a clear width of 2.8 m, and a bridge deck distance of 14.5 m from the low water level. The whole bridge * * * adopts 13 iron cable chain, 9 of which are used as load-bearing bottom cables, and the bridge deck is covered with horizontal and vertical boards, which can pass people and animals; 4 as handrails, arranged on both sides of the bridge deck. The east and west abutments are made of stone, with a height of more than 20 meters. There are a bridge pavilion, a "Luding Bridge" plaque inscribed by Emperor Kangxi of the Qing Dynasty and an inscription on Luding Bridge. The anchor pit is located behind the abutment, with a width of 2m, a length of 5m and a depth of 6m. Eight pig iron piles are buried vertically, and another 1 anchor pile with a length of 4m and a diameter of 20cm is placed horizontally on the iron pile, and 13 iron chain is tied to the anchor pile. The iron cable bridge of Dadu River is an important passage from Sichuan to Kangzang Plateau, which is famous for its arduous project of building and repairing rapids between cliffs. ;
On May 29th, 1935, the Chinese Red Army of Workers and Peasants captured Luding Bridge with surprise soldiers on the way to the Long March, and the Red Army crossed the Dadu River. Mao Zedong's poem "Long March" has the sentence that "Jinsha River is warm when it hits clouds and cliffs, and Dadu Bridge is cold when it is separated by iron cables". After 1950, it was repaired many times, and an exhibition hall was established to show the historical materials of the Dadu River Railway Bridge. Now it is a national key cultural relics protection unit.
Step 4 write on the blackboard
Second, read poems and experience emotions.
1, read the whole poem with music, and feel it as a whole.
Listen and think: What did the poet see when he stood on the bridge?
2. Instruct students to learn the poems in section 1 and section 4 first.
(1) Students can read this section for free. What do they seem to see? What do you feel?
The courseware shows the pictures of the iron cable bridge in the textbook, and the students combine the pictures to expand their imagination and express their opinions, thus having their own preliminary emotional experience of the scenery seen by the poet standing on the iron cable bridge.
Can you read the experience with your own voice? Students can read freely or by name.
At this moment, our poet is standing on the bridge. What's his mood? Please scan the whole poem quickly and find out the words that reflect the author's mood. (Learning Poetry in the Fourth Section)
Understand the meaning of "surge of emotion" according to your own life experience and text content.
Read the fourth section freely.
(3) Instruct students to read aloud, such as reading aloud by name, reading aloud in groups, reading aloud in cooperation between teachers and students, reading aloud with music, etc.
3. Focus on two poems.
(1) Thinking: What did the poet think of when he stood on the bridge? Students are free to read the second section (the author recalls that the Red Army flew to Luding Bridge and fought fiercely with the enemy. )
(2) After students' initial perception, imagine the intense scene at that time and name it.
Play the video: "Flying over Luding Bridge", recall the fierce battle of the Red Army of workers and peasants crossing the river, and experience the heroic and indomitable revolutionary spirit of the Red Army.
(3) Appreciate this poem carefully, draw the words that best reflect the bravery of the Red Army soldiers, and write down comments.
Group communication and discussion
Warriors, climb the chain, brave the dense hail and break through the enemy's barrage! (Show it with courseware and understand it deeply. The three verbs of "climbing, breaking through and breaking through" directly reflect the heroic and tenacious dedication of the Red Army soldiers. )
4. Read the third section.
(1) Read freely and ask questions if you don't understand.
(2) Group cooperation and communication
(3) Students are free to read with questions and read by name; Read after imagining the picture; Read after watching the movie clip; Read after understanding the key words; Finally, read with your own understanding and feelings.
5. The whole poem reading guide.
Third, expand accumulation and sublimate emotions.
1, accurately and smoothly recite the text emotionally.
2. After reading this article, what do you want to say to countless martyrs?
3. Enjoy after class. (The singing of this poem, Mao Zedong's poem "Long March", Xiao Hua's poem "Flying the Dadu River")
work design
1. Read and recite the full text with emotion.
2. Collect poems about the revolutionary war during the war years, and attend the class's poetry recital.
blackboard-writing design
I stand on the iron cable bridge
Climbing and breakthrough