The seventh grade history first volume teaching plan unit 2
Teaching objectives
I. Knowledge and ability
(A) knowledge objectives
Understand the inheritance of Xia, Shang and Western Zhou dynasties, have a basic understanding of the establishment time, founder, extinction time and national subjugation of each dynasty, and master the enfeoffment system of the Western Zhou Dynasty.
(2) Ability goal
Learn this lesson to cultivate students' ability to consult materials, identify historical maps and cooperate. By guiding students to learn and master basic knowledge, it is concluded that the ruling attitude of Xia and Shang rulers directly affects the survival of the country. Cultivate students' ability of comprehensive analysis, generalization and induction.
Second, the process and methods
Through grouping, exercise students' cooperative ability; Cultivate students' active learning habits through the process of collecting and sorting out materials, making schematic diagrams, writing historical plays and telling stories; Develop students' divergent thinking by expressing their feelings; Guide students to carry out inquiry learning by making comparison tables and discussing in groups; The application of multimedia-assisted teaching method can improve students' interest in learning and increase classroom capacity.
[Emotions, Attitudes and Values]
Through the study of the history of Xia, Shang and Western Zhou, we realize that the brutal rule of the state rulers aroused the people's resistance and eventually overthrew their rule, and the people have the right to achieve their goals through certain forms and means, and establish a sense of national responsibility and legal awareness.
Focus on primitive humans in China
The difficulty lies in analyzing the progress of slavery through the comparison between slave countries and primitive society.
[Methods] Comprehensive heuristic teaching.
Atlas of teaching AIDS, multimedia related to Xia, Shang and Zhou Dynasties in China, and new archaeological discoveries.
Teaching idea
preschool education
1 Students should be grouped reasonably according to their characteristics, abilities and basic level; Students consult books, magazines and websites in groups to collect words, pictures and videos about Xia, Shang and Zhou Dynasties.
2 Replacement tables of Xia, Shang and Western Zhou Dynasties.
3. Students who have the ability and conditions can do relevant handwritten newspapers and courseware.
Second, teaching infiltration
1. Inquire, collect and edit relevant film and television materials online, and infiltrate the application of information and multimedia technology.
2. We can use a variety of lively literary forms to deepen our understanding and mastery of historical knowledge, sum up the main points of knowledge, such as editing and performing short historical plays, deepen our understanding of the content of this lesson, and combine literature with history.
teaching process
1, introduce a new lesson
Review what you learned last class and introduce new courses. I have learned about primitive society before. At the end of primitive society, in 2070 BC, Yu established the first country in the history of China? summer Since then, slavery has been established in our country.
Step 2 learn new lessons
Through preview, students have a general understanding of the contents of Xia, Shang and Zhou Dynasties. Then you can have a clear grasp on the whole by filling in the historical reappearance table.
I. Xia Dynasty
1, date of establishment: 2070 BC 2, capital: Yangcheng 3, founder: Yu.
After Yu's death, he passed the throne to Qi, and the hereditary system replaced the abdication system.
The last king of Xia Dynasty was Jie.
Second, Shang Tang destroyed the summer and King Wu attacked the Tang Dynasty.
1. BC 1600, Tang led tribal businessmen to destroy the summer.
2. The last king of Shang Dynasty: Zhou (tyrant), tortured and branded.
Zhou Wuwang succeeded to the throne. BC 1046, Zhou and Shang fought in Konoha, Shang Dynasty perished and Western Zhou Dynasty was established.
Third, the Western Zhou Dynasty implemented the enfeoffment system politically. In the late Western Zhou Dynasty, the political situation was chaotic, Chinese people rioted and Zhou Liwang was expelled. The Western Zhou Dynasty perished in 77 BC1year.
3. Class Summary: Multimedia shows historical coordinates and summarizes the content of this lesson.
4. Develop thinking
This is the key content of this lesson. The brutal rule of Xia Jie and Shang and Zhou Dynasties aroused strong resistance from the people. On the brutal rule of Xia Jie and Shang and Zhou Dynasties and the people's resistance. Under the guidance of the teacher, the students discuss in groups first. Students can also draw cartoons, tell stories and write poems, and all forms that can express their views can be used to serve themselves. They can boldly explore forms, let a hundred flowers blossom and a hundred schools of thought contend.
5. Self-test
Use multiple-choice questions and material questions to understand students' mastery. Therefore, multiple-choice questions are mainly the reproduction of basic knowledge, and material questions are knowledge expansion questions. It provides students with the miserable situation of slaves under slavery and deepens their understanding of the discussion. This part adopts the way of answering first, so that students are interested in participating, thinking actively, finding problems and solving problems.
Lesson 5 Decadent Bronze Civilization
1. Teaching objectives:
1 knowledge and ability:
Through the study of this course, students can fully grasp the basic historical facts of the economic development of slavery represented by bronze civilization in Xia, Shang and Zhou Dynasties in China.
Through the study of this lesson, students can realize that China's slavery civilization in Xia, Shang and Zhou dynasties is brilliant and has a long history.
2 process and method:
(1) Teachers instruct students to use modern information technology, personally search for information and collect historical materials, and experience the glory of bronze civilization in Xia, Shang and Zhou Dynasties.
(2) Come to a correct conclusion through cooperative discussion.
3 Emotions, attitudes and values:
By studying this lesson, students can learn about China's long history and splendid culture, and stimulate their patriotic feelings. Establish a correct outlook on life for the people to create history.
2. Key points and difficulties:
The exquisite craftsmanship of bronzes is the key sub-item of the class.
Correctly understanding the concept of bronze civilization is a difficult problem in this course.
Three teaching methods and learning methods:
1 Combination of Heuristic Teaching and Network Teaching
2 self-study inquiry learning method
Atlas of teaching AIDS, multimedia related to Xia, Shang and Zhou Dynasties in China, and new archaeological discoveries.
Four teaching methods: multimedia and network teaching
Five teaching designs
Introduce 1 into the new lesson: show a group of pictures of Sanxingdui culture, and then guide students to understand the basic situation of bronze civilization in Shang and Zhou Dynasties.
Print the pictures of Simu Wuding and Siyang Fangzun for students to discuss, understand the superb skills of Xia, Shang and Zhou bronzes, and analyze the composition and technology of bronzes by using physical and chemical knowledge. Students are also required to make a vessel with plasticine or plasticine, which leads to the prosperity of ceramics and jade manufacturing in Xia, Shang and Zhou dynasties, and to experience the hardships of working people in creating history through practice and improve their perceptual knowledge.
What do students often eat in their daily life? The development of agriculture and animal husbandry in Xia, Shang and Zhou dynasties was deduced, and the conclusion that agriculture and animal husbandry was quite developed at that time was drawn. The material culture created by people in this era is called bronze civilization.
4 Set two brain questions:
(1) Organize students to discuss: Talk about what you know about bronze culture and fully understand it. Understanding is the prosperity of agriculture, handicrafts, animal husbandry and commerce, forming a splendid bronze civilization in Xia, Shang and Zhou Dynasties.
(2) Who do you think is the creator of splendid bronze culture? Let the students discuss the question, and make it clear that bronze civilization represents a high degree of slavery civilization in Xia, Shang and Zhou Dynasties.
Teaching summary: Students are required to design the knowledge structure of this lesson by themselves to reflect the integrity of knowledge.
Classroom acceptance: Pick the stars and let the students grasp the key points of this lesson in various ways. Do you think that China is an ancient civilization in the world in order to further spread students' thinking and ask questions? Students generally know what an ancient civilization is, and contact with other ancient civilizations in the world to enhance national pride.
Lesson 6 Disputes during the Spring and Autumn Period and the Warring States Period
Teaching objectives
1, knowledge and ability objectives:
Through the study of this lesson, students can grasp that the Eastern Zhou Dynasty is divided into two periods: the Spring and Autumn Period and the Warring States Period. During the Spring and Autumn Period, the famous hegemons Qi Huangong, Jin Wengong, Chu Zhuangwang and Chu Jin fought the battle of Chengpu for hegemony. They can also learn about wuyue's hegemony in the south and master the formation process, name, status and influence of the Warring States Period.
Ability requirements: by comparing the characteristics of different times embodied in the hegemony war in the Spring and Autumn Period and the merger war in the Warring States Period, students' ability to understand history in comparison is cultivated.
2. Emotions, attitudes and values:
By studying Qi Huangong, Jin Wengong and Gou Jian, the King of Yue, the students realized that the prosperity of a country depends on governance, while prosperity depends on clear goals and perseverance. Promoting people is the key to rejuvenating the country.
Important and difficult
The focus of this lesson is Qi-Jin hegemony.
The difficulty of this lesson is the difference between the hegemony war in the Spring and Autumn Period and the annexation war in the Warring States Period. The six eastern countries have been unable to resist Qin Jun's attack, which implies the trend of historical unity. Students should be guided to analyze and understand.
Comprehensive heuristic teaching of methods and methods
Atlas of teaching AIDS, multimedia related to Xia, Shang and Zhou Dynasties in China, and new archaeological discoveries.
[Teaching process]
1. Introduction: Students, we were born in Shandong and grew up in Zibo and Qilu, with rich products and outstanding people. Who can tell me why Shandong is called Qilu land? In which historical period did the ancient capital of Qi appear? Lead to the topic.
Q: When did the Eastern Zhou Dynasty begin? What are its two historical periods? Why was it named Spring and Autumn Period and Warring States Period? (Obviously, the Spring and Autumn Period and the Warring States Period are two historical periods)
First, the spring and autumn hegemony.
(a) the first overlord Qi Huangong.
Show historical materials: "Li Wei avoided Rongkou and moved eastward to Luoyi. At the time of Wang Ping, the Zhou Dynasty declined, the princes were strong and weak, and Qi, Chu, Qin and the early Jin were big, and the government was ruled by Fang Bo. " -History? Zhou Benji
Reading material answer:
1. Why did the princes strive for hegemony in the Spring and Autumn Period?
2. What were the main overlords in the Spring and Autumn Period? Who first dominated the Central Plains? ,
3. If you are Qi Huangong, what should you do to achieve hegemony? Let students act as counselors and give advice to Qi Huangong. Discuss in groups and choose representatives to speak.
The teacher encouraged the students to speak, and then made a summary.
1. Qi is in the east and is rich in fish salt. Show the map of the Spring and Autumn Period, indicating the location of Qi State.
2. Appoint Guan Zhong to reform the internal affairs. (Insert "Guan Zhong and Qi Huangong" and ask: Do you know the story of Guan Zhong and Qi Huangong? Tell me what you think of Qi Huangong. )
3. Expand the border with the call of "respecting the king and resisting the foreign countries". What do you mean by "respecting the king and rejecting the foreign countries"?
Transition: After Qi Huangong, Jin and Chu participated in the hegemony. Several confrontations between Chu Jin and its allies in the Central Plains lasted for more than 100 years, which was the most spectacular scene in the Spring and Autumn Period.
(2) Chu Jin seeks hegemony.
1. What is the hegemony situation between the two countries? Who can talk about it? (Cultivate students' ability to summarize historical events and express them orally)
2. What was the battle to establish Jin Wengong's hegemony?
3. Why did Jin Jun win at a disadvantage?
4, think about the Spring and Autumn Period, the State of Qi and the State of Jin were able to quickly and powerfully * * * what is the reason? What are the historical revelations today?
5. In addition to the hegemony of the Central Plains countries, which other countries in the South have also joined the hegemony war?
6. Have you heard the story of "sleeping on salary and savoring courage"? What inspiration did it give you?
During the Spring and Autumn Period, ministers fought more than 400 wars. By the end of the Spring and Autumn Period, the initial number of 100 waiting countries dropped sharply to more than 20. By the Warring States period, there were only seven men.
What does this mean? Show me the situation map during the Spring and Autumn Period and the Warring States Period. This question is a bit difficult. Please refer to the map and discuss before you answer. )
Second, the Warring States Seven Heroes:
During the Warring States period, the seven chivalrous men coexisted. Show the schematic diagram of the Seven Heroes in the Warring States Period. Let the students observe their geographical position and tell what their characteristics are. (The teacher summed up the formula: "Chyi Chin, Chu, Zhao Yan and Wei Han, from southeast to northwest to middle) Which country has changed the most among these seven heroes? Who can show me this picture? (If the students can answer "Three clans divided into Jin" and "Tian's generation of Qi", there is no need to explain.
1. The Warring States period is an era of talented people. Students learned about the battle between Guiling and Maling from the introduction of Sun Juan, a military strategist, in the Ghost Valley Cave in Zitong Mountain, his hometown.
2. Please think about how a country can avoid being destroyed in such an environment.
If you were a prophet at that time, please predict the trend (or historical development trend) of the Warring States period. Which country is most capable of dominating history?
4. How was the situation of the Seven Heroes of the Warring States broken? What was the reason why Qin won the battle of Changping?
Third, the classroom part: play historical songs, this class.
During the Spring and Autumn Period, the governors were the first, and the king was the assistant. Chu Jin competed for hegemony in the Central Plains. At this time, the old system is like a broken tile.
The seven heroes of the Warring States fought side by side and returned to Lengma Leng, leaving a historical story. After the battle of Changping, Qin was invincible, and Qin swept Liuhe and ruled the world.
Fourth, class exercises (see slide)
Lesson 7 the era of great change
Teaching objectives]
1. Knowledge and ability: On the basis of mastering and understanding the main content and historical function of Shang Yang's political reform, analyze the success or failure of Shang Yang's political reform, so as to master the method of preliminary analysis of historical issues.
2. Process and method: By studying Shang Yang's reform, we create problem situations, cultivate inquiry learning methods to solve historical problems, and then practice the innovation process of predecessors.
3. Emotional attitude and values: by learning from Shang Yang's political reform, cultivate reform consciousness and innovative spirit.
Important and difficult
The focus of this lesson: the main content and historical role of Shang Yang's reform.
The difficulty of this lesson: the formation of feudal society.
Teaching method] group guidance, students learn by themselves.
Multimedia teaching means
Atlas of teaching AIDS, multimedia and tabular maps related to the Spring and Autumn Period and the Warring States Period in China.
Teaching design
Preparation before class:
Teachers consult books, newspapers, websites, etc. , and collect relevant information. Understand the students' preparation, so as to timely and accurately evaluate and guide the students' information.
Teaching process:
First, import:
Reform is an important way to promote social progress, and the Spring and Autumn Period and the Warring States Period is also an era of great change. Let us know how the reform at that time promoted social progress.
Second, show the background of the great changes.
Through the role of students [slaves, rulers, emerging landlords], the background of great changes is displayed.
1. With the use of iron farm tools and Niu Geng, the productivity level has been improved. Slave production enthusiasm is not high.
2. Slave owners cultivated a large number of private fields, changed the way of exploitation and became new landlords.
3. Ruler rule is facing crisis. 【 Gong Tian doesn't cure princes for hegemony 】
Third, discuss the problem: if you were the ruler at that time, how to solve these social problems?
Through students' discussion, the conclusion is that political reform is needed.
Fourth, it is pointed out that all countries have carried out reforms at that time, which country has the most thorough reform? It led to Shang Yang's political reform in Qin State.
Two groups of students introduce Shang Yang. [Displayed in various forms]
Shang Yang's main achievement is political reform. So what is the specific situation of political reform?
Discussion: If you were Shang Yang, what measures would you take?
Students discuss and formulate reform measures.
Using multimedia to show the content of Shang Yang's reform.
1. background-due to the development of productive forces, slave owners turned newly reclaimed land into private property and rented it out. These slave owners became feudal landlords, and those who rented landlords' land became farmers.
2. Time-With the support of Qin Xiaogong, Shang Yang carried out political reform in 356 BC.
3. The content of the reform is summarized into three articles in the textbook.
A: The state recognizes that land is private and allows free sale.
b； Those who reward farming and produce more grain and cloth can avoid corvee, grant titles and fields according to the size of meritorious military service, and abolish the privileges of old nobles who have no meritorious military service;
c； The establishment of the county system was directly managed by officials sent by the monarch.
4. Significance of political reform: After Shang Yang's political reform, the feudal economy of Qin developed and the fighting capacity of the army increased, and it gradually became the most prosperous feudal country in the late Warring States period.
Lesson 8 Cultural Prosperity in China (1)
Teaching objectives
1, knowledge and skills: know fonts such as Oracle Bone Inscriptions and Jinwen, and know the evolution of Chinese characters; Understand the Xia-Shang calendar and the twenty-four solar terms in the Warring States period; Know Bian Que's achievements; Understand qu yuan and chime.
2. Process and ability: By analyzing historical materials and collecting data, cultivate students' ability to collect, process and use data and cultivate their ability to extract effective information.
3. Emotion, attitude and values: Through learning, let students know that the working people in China created brilliant civilization in ancient times, and cultivate students' national pride and self-confidence; Through a detailed understanding of ancient scientific and technological achievements, stimulate students' interest in learning and cultivate a rigorous learning attitude; By studying the poet Qu Yuan, the students were educated in moral sentiments.
Important and difficult
This lesson focuses on Oracle Bone Inscriptions, the calendar of Shang Dynasty and the poet Qu Yuan.
The difficulties in this lesson are Oracle Bone Inscriptions's font structure, ancient calendar and the artistic achievements of Li Sao.
Comprehensive heuristic teaching of methods and methods
Multimedia related teaching AIDS, ancient Chinese characters in Spring and Autumn Period and Warring States Period.
teaching process
First of all, introduce the new lesson (story method)
Our classmates are reading and writing every day, and they have to touch many words. Words help us remember, convey information and get information. Words are too important for us. Have you ever thought about how our ancestors remembered and transmitted information before words appeared? Students can tell stories about knotting ropes and carving symbols. )
teaching process
First, the evolution of writing
1. Show all kinds of characters first? -Pottery inscriptions, Oracle Bone Inscriptions, inscriptions, bamboo slips and silk scripts (to give students a perceptual knowledge)
2. What do you want to know about these words? What kind of writing are you most interested in? (Let students choose the learning content)
3. Oracle Bone Inscriptions: The characters of Shang Dynasty were written on tortoise shells or animal bones, called Oracle Bone Inscriptions. Today's Chinese characters developed from Oracle Bone Inscriptions, and China has a history of textual research, starting from Shang Dynasty.
The characters cast on bronzes in Shang and Zhou Dynasties are called inscriptions on bronze.
4. Summary: With the change of writing tools, fonts have also changed greatly. Display (Oracle Bone Inscriptions, bronze inscription, big seal script, small seal script, official script, calligraphy banners, students feel the artistic beauty of calligraphy, cultivate sentiment, and have a brief understanding of the evolution of characters and fonts). It can be seen that with the development of the times, characters and fonts are constantly evolving and developing in a concise and fast direction.
Chinese characters express meaning by sound and shape, which has been enduring for thousands of years and has become the foundation of maintaining and connecting our Chinese nation. I hope the students love our Chinese characters and write them well, ok?
This kind of intuitive teaching can play a variety of educational functions, which can not only enable students to clearly grasp the early evolution process of Chinese characters, but also enhance students' ability to accurately use Chinese characters through understanding word formation, stimulate students' interest in learning history, and cultivate students' ability to observe and summarize problems. )
[Transition: With the observation of astronomical phenomena, China's calendar has developed. ]
Second, show students online information)
(1) What is a calendar?
(2) The invention of the Xia calendar, the characteristics of the Shang calendar, and the twenty-four solar terms in the Warring States period are based on life, so that students can understand the calendar and the twenty-four solar terms and think deeply about their functions. Let the students continue to collect proverbs about the 24 solar terms after class.
Third, Bian Que.
(1) the famous doctor Bian Que, looking, smelling, asking and cutting four diagnostic methods.
(2) To supplement the information in Bian Que and cultivate students' ability to collect and use information.
Fourth, Qu Yuan.
Appreciate poetry, understand Qu Yuan's thoughts and feelings, and get enlightenment from it.
Description: Li Sao is an autobiographical biography written in the form of poetry after Qu Yuan was exiled, and it is the longest lyric poem in China classical literature. Expressed a lofty and passionate passion for the motherland and the people. At the same time, through the reading and analysis of Li Sao, students can be educated to understand the noble character of Qu Yuan who was concerned about the country and the people more than two thousand years ago, the noble and noble Geng Jieyi and the spirit of tenacious struggle for the pursuit of ideals. )
5. Bell and drum music was popular during the Warring States Period.
Provide some information for students to understand.
6. Integrate knowledge: sketch the knowledge map (students can draw it by themselves and communicate in groups).
7. Summarize your understanding: 1. What do you want to know further by learning this knowledge? How are you going to continue to understand?
2. Can you express this knowledge in other forms?
3. Agreement: exchange and show the results of your own exploration.
Lesson 9 The Prosperity of China Culture (2)
Teaching objectives
1, knowledge target:
Confucius and his benevolence. Confucius' contribution to education and culture. Laozi and his dialectical thought. Hundreds of schools in the Warring States Period: Mohism, Confucianism, Taoism, Legalism, Military, etc.
2, ability goal:
Guide students to compare hundreds of ideas and cultivate their comparative analysis ability.
Key points and difficulties Confucius and a hundred schools of thought contend
Teaching methods and learning methods
Students read the text by themselves and then ask questions, and the teacher gives guidance.
Multimedia courseware, introduction of major thinkers in the Spring and Autumn Period and the Warring States Period, figure map.
Teaching step
First, import the text:
Shandong is famous for its mountains, waters and saints. One mountain refers to Mount Tai. One water refers to the Yellow River. Students, who does this saint mean? (Students answer Confucius, thus introducing the text)
1, Confucius, a great thinker and educator: (blackboard writing)
1), thinking:
Answer: What kind of person is Confucius? What is his theory?
The student replied: Confucius was the founder of Confucianism and put forward benevolence.
2) Education:
(Guide students to read the second paragraph on page 53) Question: What contribution did Confucius make to education?
(After the students answer, the teacher summarizes)
A set up a private school to recruit disciples. B pays attention to teaching students in accordance with their aptitude and is good at inspiring students to think.
C. Educate students to have an honest learning attitude and be modest and eager to learn.
D review what you have learned from time to time, and learn new things by reviewing the old ones.
3), culture:
(Guide students to read the text) Answer which books were compiled by Confucius? What books were Confucius' words and deeds compiled by his disciples? (After the students answer, the teacher summarizes)
The Book of Songs, Shangshu, Chunqiu and The Analects of Confucius
During the Spring and Autumn Period and the Warring States Period, Confucius made great contributions in thought, education and culture.
Later generations had a great influence, and he was known as a great thinker and educator in the history of China. At the same time with Confucius, there was another great thinker. Who is it? (Student A: Laozi)
2, the thinker Lao Zi:: (blackboard writing)
(Guide students to read Laozi's illustrations and explanatory texts to understand Laozi's life)
At the end of the Spring and Autumn Period, Laozi was the founder of the Taoist school. Its theory is recorded in Tao Te Ching. He believes that everything has opposites, and the opposing sides can be transformed into each other.
3, a hundred schools of thought contend: (blackboard writing)
List Let the students read the book and answer the list. You can also ask the students what the representatives of each faction are and what the main points are, and finally come up with a table prepared in advance to summarize. )
Main viewpoints of school representatives
Mohism Mohism advocates universal love and non-aggression.
Mencius, a Confucian, opposed all wars and advocated paying taxes lightly and implementing benevolent policies.
Taoist Zhuangzi advocated inaction.
Legalist Han Feizi advocated reform and the rule of law, and proposed the establishment of a feudal country with absolute monarchy and centralization.
Military strategist Sun Wu, know yourself and yourself.
After that, please think about it. Which school's theory was the most useful to the feudal rulers in the Warring States period? )
Third, summary:
Organize students to discuss the main historical conditions for the contention of a hundred schools of thought during the Spring and Autumn Period and the Warring States Period.
What is this?
Homework: Fill in the form on page 57 of the textbook.