Summarization of the knowledge points of eighth grade history
Lesson 1: The First Opium War
1. The root cause of the First Opium War: opening up the China market, promoting industrial products and plundering cheap industrial raw materials.
2. The direct cause of the First Opium War: the destruction of opium in Humen (1839.6.3; Daoguang Emperor and Lin Zexu Yi Fa: The great victory of China people's struggle against smoking shows the strong will of the Chinese nation to oppose foreign aggression.
3. The direct reason for exporting opium to China is to reverse the trade deficit and reap huge profits.
4. The harm of opium: ① A large amount of silver flowed into Britain, which aggravated the poverty and weakness in China; (2) It has seriously damaged the physical quality of smokers and ruined the family.
5. The process of the First Opium War: ① 1840 broke out in June; ② 184 1 Occupy Hong Kong Island at the beginning of the year; ③ 1842, China and Britain made peace and signed the treaty of nanking (nature: the first unequal treaty in China history; Contents: ① compensation of 2 1 ten thousand yuan; (2) cutting Hong Kong Island to Britain; (3) Opening five trading ports in Guangzhou, Xiamen, Fuzhou, Ningbo and Shanghai; (4) The taxes paid by British businessmen for import and export commodities shall be agreed by Britain.
6. Influence of the First Opium War: China began to gradually change from a feudal society to a semi-colonial and semi-feudal society, which was the beginning of modern history of China.
7. Taiping Rebellion:
Reason: The First Opium War increased the burden on farmers, and the people rose up and rebelled. Process:
(1)1851year, Hong Xiuquan revolted in Jintian Village, Guiping, Guangxi, and established the Taiping Heavenly Kingdom;
(2)1853, Nanjing was occupied, Beijing was established another day, and then the northern expedition and the western expedition began;
(3) 1860, approaching Shanghai, the foreign powers formed a foreign gun team, led by the American wall;
(4)1In September of 862, Val was killed in Qingxi.
Lesson 2: The Second Opium War
1. The root of the Second Opium War: further opening the China market and expanding the rights and interests of aggression.
2. The direct cause of the Second Opium War: the failure of treaty revision.
3. The course of the Second Opium War:1856.10-1860.10 was dominated by British and French allied forces, supplemented by the United States and Russia. 1860, Tianjin and Beijing were successively occupied, Emperor Xianfeng fled to Chengde, and the British and French allied forces burned the Yuanmingyuan.
The first volume of the eighth grade II Summary of Historical Knowledge Points People's Education Edition
Unit 1 The Establishment and Consolidation of People's Republic of China (PRC)
I. Established 1949. 10. 1
1. Preparation: Contents of the First China People's Political Consultative Conference: (Adoption-Election-Decision-Establishment) ① Adoption of the "* * * Same Program"
② Elect the Central People's Government Committee and its Chairman ③ Decide the national flag, national anthem, capital and year ④ Set up a monument to the people's heroes.
2.Logo: founding ceremony 1949.438+00.6438+03, meaning.
(1) Domestic: It has opened a new era in the history of China. (Pay attention to understanding)
① Influence on the country: China has ended the history of being invaded and enslaved for more than 0/00 years, and has truly become an independent country; ② Influence on the people: The people of China have since stood up and become the masters of the country.
(2) Foreign countries (international):
(1) has strengthened the forces of world peace, democracy and socialism.
(2) Inspired the oppressed nations and people in the world to fight for national liberation.
Second, consolidate
1, peaceful liberation of Tibet
(1) time, on behalf of: 195 1, Ngapoi Ngawangjigme.
(2) Significance: The new China regime has been consolidated, the mainland has been unified, and all ethnic groups have been United.
2. Resist US aggression and aid Korea
(1) Necessity (reason): The United States invaded North Korea and China, threatening China's security.
(2) Time:1950.10 ——1953.7
(3) Commanders and commanders: Peng and Chinese people's Volunteer Army.
(4) Significance:
(1) consolidated the new China regime.
Volunteers carry forward a high degree of patriotism and revolutionary heroism, and are known as "the most lovely people", which is an example for us to learn.
(3) It dealt a heavy blow to the arrogance of American imperialism and greatly inspired the national self-confidence and pride of the people of China; ④ It has created a peaceful and stable surrounding environment for China's economic construction;
3. Land reform
(1) Necessity (reason): The feudal land system seriously hindered the development of rural economy and China society.
(2) Time:1950 ——/end of kloc-0/952 (land reform was basically completed by the end of 1952, except for some ethnic minority areas).
(3) Content: Abolish feudal land ownership and implement peasant land ownership.
(4) Meaning (see textbook 13 for details)
(1) Impact on landlords and farmers: If landlords are eliminated, farmers will become landlords;
(2) consolidate the people's political power.
(3) Promote the development of rural areas and agriculture and prepare conditions for national industrialization.
The history of Grade Two is simple, but it also needs learning methods.
First, learn to use teaching materials well.
The history of junior high school is relatively simple, but it is not easy to learn it well. At present, the knowledge capacity of the new history textbooks used is not large. First of all, we should understand the basic structure of teaching materials. Generally speaking, each lesson in history textbooks is usually divided into several parts, in which Chinese characters are the main content and all the basic knowledge points need to be mastered. Therefore, students should read this part intensively, focus on this part, and learn to analyze which parts are important, which are not important, which contents need to be memorized, and which contents belong to understanding. Only by grasping the key points can we be targeted in our study and master more knowledge. In addition, some contents of the textbook are printed in fine print, which is not the main content of the textbook. The purpose of the arrangement is to increase students' knowledge. You don't have to remember, but students can read and have a look at the big characters in the textbook.
Second, learn to "read"
To learn history well, we must learn to read textbooks quickly and master the initiative in class. In this way, students can study easily and gradually master reading skills. In class, the teacher leads everyone to read and study. At ordinary times, the teacher has designed questions in a hierarchical and targeted manner, which inspires us all to read and think carefully, skim and understand, think while reading, and think after reading. Therefore, students should follow the teacher to inspire you and look for the vertical and horizontal connection of knowledge, causality and so on. At the same time, everyone should also develop good reading habits such as taking notes and taking brief reading notes. For example, most small print or data supplements for historical nouns, concepts, numbers, etc. In the text, some quotations or illustrations without asterisks, etc. , you can browse and browse quickly, while important and difficult knowledge such as the cause, process and influence of historical events, important historical concepts, historical figures, important historical materials, historical illustrations, etc. Ask everyone to read and think carefully.
Third, we should develop the habit of independent thinking and achieve "good thinking" and "happy thinking"
The Analects of Confucius says that "learning without thinking is useless, and thinking without learning is dangerous", which means that we should combine learning with thinking in our study. Loving thinking and knowing how to think is the source of knowledge. Students should take advantage of the thinking opportunities given by teachers in class to cultivate a variety of thinking abilities.
Level one. We should carefully design questions in class, go deep step by step, learn to follow historical clues to find the cause and effect of things, and thus train strict logical thinking ability. For example, when studying "American cold war decision-making", it can be designed as the following questions: What is the "cold war" policy of the United States? (2) Why did the United States (1) pursue the "cold war" policy? Why can we implement the "cold war" policy? (3) What is the essence of the "Cold War" policy? What impact has it had on the world pattern? Through interlocking questions and in-depth analysis, we can not only get the understanding of knowledge, but also get the enlightenment of thinking. After such long-term training, students' logical thinking ability will be improved imperceptibly.
Level two. We should encourage ourselves to be unconventional and put forward our own unique opinions, so as to train our innovative thinking and consciousness.
Innovation is the soul of social development. Foreign educators once said: "As long as students can ask questions, it will help to form the internal motivation of students' learning. "Because asking questions is a person's psychological tentacles from the known to the unknown, and it is the embodiment of innovative consciousness. Teachers will encourage people to question and ask them to think, evaluate and locate historical events and people from different angles, from which students can form good thinking habits. For example, when discussing the American Civil War, a classmate asked, "What would Lincoln do if there were other ways to ease the situation in the United States at that time? So what will America look like today? "
Fourth, learn to master the skill of consolidating knowledge-"learning skillfully"
1, consolidate training in time. After learning the new lesson, you can consolidate and strengthen your memory and improve your analytical ability. Confucius said that "review the past and learn the new", so we should review what we have learned in time. According to the law of memory, it used to be fast first and then slow, and timely review and consolidation is conducive to the mastery of knowledge.
2. Overall review. History is a knowledge network with strong regularity and clear clues. Grasping the vertical and horizontal connection of historical knowledge and grasping the key points will make it easier to study and review history lessons.
The learning method of horizontal connection should not only be reflected in the general review, but also run through the learning and training process of each class. Every time a teacher talks about an analogy of historical knowledge, everyone can recall the same and similar historical knowledge they have learned according to the teacher's prompt, and then analyze and compare them, and sum up similar historical knowledge into the same memory chain. For example, when talking about the bourgeois revolution in Anglo-American law, we can compare the causes, processes and influences of revolutions in various countries in the form of tables, analyze similarities and differences, and understand the essentials of mastering knowledge through analysis and comparison. After repeated training and guidance, students will master the memory methods of contact and comparison.
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