Design of History Teaching Plan in Junior Middle School
Teaching objectives 1. Through the teaching of this course, students can understand and master the achievements of ancient Greece in mythology, history, drama, architecture and sculpture, and the achievements of ancient Rome in history, architecture, sculpture and language.
2. Through the appreciation of Greek and Roman art, broaden students' horizons, cultivate students' ability to appreciate world classical culture and correctly analyze and judge historical phenomena. It is recognized that Greek culture is the cradle of European culture, and Greek and Roman culture is the peak of classical culture. The prosperity of slavery economy created material conditions for Greek and Roman culture.
3. By studying Homer's plays and historical works, students can learn that they not only have high literary and historical value, but also have high aesthetic value, thus becoming the source of western artistic creation. By introducing ancient sculptures and buildings, students know that ancient Greek human sculpture is still an unattainable specimen of human beauty. Appreciate the ingenious design and magnificent structure of Guluo Building.
Teaching emphases and difficulties:
1, focus: Homer's epic, Greek playwright and scholar Aristotle, Roman history, Latin.
2. Difficulties: It needs to be sorted out clearly.
Teaching method design: inspiration and guidance, reading guidance and teaching.
Teaching steps:
Introduce a new course
Enjoy video materials, ancient Greek and Roman architecture, sculptures, etc. (stimulate interest in learning)
On the basis of learning from ancient oriental culture, the ancient Greeks left valuable spiritual wealth through exploration, thinking and imagination. The ancient Romans inherited and developed the ancient Greek culture and spread it widely. This is what we are going to learn today. Let's study Greek mythology and Homer's epic first:
A, Greek mythology, Homer's epic (blackboard writing)
1, what is the composition of ancient Greek mythology?
(activists can be arranged to collect some information before class, and they will answer questions in class) Show pictures.
Recite Homer (show pictures)
2. What is the most important long literary work in Europe? Who is the author?
Who can tell some fairy tales you know?
Students speak actively according to extracurricular experience (cultivate students' language expression ability and broaden their horizons)
3. What achievements did the ancient Romans make in epic?
Displays information about Virgil.
The ancient Greeks made outstanding achievements in drama.
Second, the Greek drama (blackboard writing)
Who were the two dramatists in ancient Greece? Why are they honored? What are their masterpieces?
(Question) Greek historiography is the pioneering work of western historiography, so what are the famous historical works in ancient Greece?
Show photos of artists.
Third, historical masterpieces (blackboard writing)
(Question) What are the famous historical works in ancient Greece and Rome, and who are their authors?
(Guidance) What historical masterpieces do we have in China?
(Contact the history of China and compare memories. )
(Transition) Ancient Greece and Rome made important contributions in many scientific fields.
Fourth, scientists (blackboard writing)
(Question) What scientists appeared in ancient Greece and Rome, and what were their main achievements?
Reciting Aristotle, a student reads his famous words and analyzes them.
Let's enjoy the achievements of ancient Greek and Roman architecture and sculpture.
Verb (abbreviation of verb) (video material) architecture and sculpture (blackboard writing)
Watch videos to enjoy, (improve the ability to appreciate classical culture. )
What are the outstanding achievements of ancient Greek and Roman architecture and sculpture? According to what you have seen, can you name it?
Did he give an example?
(Enlightenment) Who made these achievements?
We are no strangers to Latin letters. For example, Chinese pinyin uses Latin letters. Let's learn Latin.
Summarize and give other examples.
Think and answer.
(I understand that this is the embodiment of the prosperity of slavery economy) Answer according to what I have learned before.
Sixth, Latin (blackboard writing)
(Memory) From which letters did the Latin alphabet evolve? What's the impact on the world?
(Display) a list of words in Latin letters. Read the table and list some words that use Latin letters. )
summary
The second part is the design of junior high school history teaching plan
Teaching objective: 1, the process and nature of King Wu's attack; The content and function of the feudal system and hierarchical system in the Western Zhou Dynasty: the situation of agriculture and handicraft industry in the Western Zhou Dynasty; Violence in China, Republic, the demise of the Western Zhou Dynasty, the establishment of the Eastern Zhou Dynasty.
2. By studying the cause and process of the Zhou War, let students analyze the nature of this war, so as to cultivate students' ability to observe and analyze problems.
3. Teachers guide students to analyze the reasons, process and nature of King Wu's attack, so that students can better understand the theory that Tao helps less. At the same time, make students understand the evolution and changes of historical dynasties; Through the study of the development of slavery economy in the Western Zhou Dynasty, students truly realized that the rapid development of slavery economy in the Western Zhou Dynasty was the result of the hard work of thousands of slaves. So as to establish a correct historical view that the people are the masters of history.
Teaching focus: Wu Wang attacked Zhou; The enfeoffment system and hierarchy system in the Western Zhou Dynasty
Teaching difficulty: enfeoffment system
Teaching method design:
Because there are many related materials in this course, students can preview in advance, with students' discussion and analysis as the main part and teachers' guidance as the supplement.
Classroom teaching design:
A, featuring cutting weeks
1, the tyranny of Zhou Wang
Teachers are advised to remind students of Xia Jie's violent politics, so that students can understand that any ruler who goes against the historical development trend and people's wishes will eventually be opposed by the people.
2. Zhou's prosperity
Let the students read the textbook and analyze the reasons why Zhou is strong, so that they can understand that Zhou's development and strength are obtained through hard work and special attention to talents.
3. King Wu attacked Zhou.
Teachers let students read stories about attacking Zhou, guide students to capture some effective information in the stories, and let students analyze the reasons for Zhou's success and failure in business from both subjective and objective aspects by comparing what Shang Tang had learned before? Then the teacher organizes the students to discuss: Why is the conquest of King Wu a just war? : (1) Shang Zhouwang's violent politics made the rule of Shang Dynasty a stumbling block to the historical development, lost people's hearts, and caused people's constant resistance and rebellion. (2) Zhou Wuwang complied with people's will, united the western and southern tribes and jointly attacked, thus relieving the residual violence of Shang and Zhou Dynasties against slaves and civilians, which was beneficial to the progress of history. Whether it conforms to the people's will and is conducive to social development and progress is an important criterion for measuring just and unjust wars. )
Second, the political and economic development of the Western Zhou Dynasty
1 and the establishment of the week
Time, founder (to distinguish Zhou Wenwang from Zhou Wuwang) and capital. It is suggested that the teacher explain to the students not the name of the Western Zhou Dynasty at that time, but let the historians explain it for research and lay the foundation for explaining the terms of the Western Han Dynasty and the Eastern Han Dynasty in the future.
2, enfeoffment system and hierarchical system
Let the students take [why did the Zhou Dynasty implement the enfeoffment system? Who was made a prince? What is their relationship with Zhou? What is the effect of the enfeoffment system? Students can answer: The purpose of enfeoffment system is to strengthen and consolidate the regime of slave owners. The Zhou Dynasty enfeoffed the heroes, relatives and descendants of the previous generation. The relationship between the vassal and Zhou Tianzi is that Zhou Tianzi is the ruler and the vassal is the vassal of Zhou Tianzi. He must obey the orders of the Zhou emperor, pay tribute to the emperor regularly, and lead troops to fight against the emperor (that is, obey the king's orders, pay tribute to the king, and follow the king's administration to see the king's face). As a result, the Western Zhou Dynasty strengthened its rule and became a vast slave country.
3. The development of slavery economy.
(1) Further development of agriculture
(2) the development of handicraft industry
Combined with the situation of agriculture and handicraft industry in Xia and Shang Dynasties, please compare and summarize the characteristics of agriculture and handicraft industry in Western Zhou Dynasty. After studying the development of slavery economy, teachers should point out that the development of slavery economy in the Western Zhou Dynasty was based on the hard work of slaves and working people. Is based on the oppression and exploitation of slaves. (Introduction to "The Book of Songs, Shuo Wen, Tan Fa")
Third, the violence in China and the demise of the Western Zhou Dynasty.
1, violence in China
After instructing students to read textbooks about violent politics in Zhou Liwang and explaining some terms such as "China people's violent actions" and "defending people's mouths is better than defending Sichuan", teachers can let students play roles on the basis of their own understanding. After the introduction of Republic, teachers and students discussed the influence of "Han Violence" on the Western Zhou Dynasty.
2. The demise of the Western Zhou Dynasty
Ask the students to tell the story of the prince in the bonfire party in Zhou Youwang.
3. The establishment of the Eastern Zhou Dynasty
The third chapter is the design of junior high school history lesson plans.
Teaching objectives 1. Through the church in this lesson, students should know the geographical location of the western regions; Understand Zhang Qian's mission to the Western Regions and Ban Chao's management of the Western Regions; The role of the Silk Road in Sino-foreign exchanges: the historical facts of the exchanges between Korea and Japan and South Korea. By observing the route schematic diagram of Zhang Qian's mission to the western regions and the Silk Road schematic diagram in the book, we can guide students to pay attention to the use of legends, distinguish geographical orientation and route direction, and cultivate students' skills in using historical maps.
2. Students should design the imperial edict of recruiting talents and scholars by Emperor Wu of the Han Dynasty, use the map of Zhang Qian's mission to the Western Regions to design situational dialogues, compare the similarities between Zhang Qian and Ban Chao, and train students' ability to analyze, sort out and summarize historical materials and solve practical problems with materials.
3. From the experience of Zhang Qian and Ban Chao, we can see that people who have achieved success have the fearless spirit of being the first in the world and the tenacious fighting spirit of persevering in the face of difficulties. Only by educating students with confidence and perseverance can they succeed.
Through the historical facts of Sino-foreign exchanges during the Qin and Han Dynasties, we can deeply feel the long history and splendid culture of China. We should be proud of the splendid civilization of China.
Teaching Emphasis: Zhang Qian and Ban Chao's Missions to the Western Regions and the Silk Road.
Teaching Difficulties: Silk Road
Teaching means: Multimedia-assisted teaching.
Teaching process:
Import:
Show the territory of the early Han dynasty, the territory of the powerful Han dynasty, and let the students compare the differences between the two pictures in terms of territory. Why did the territory of the Western Han Dynasty expand in the middle of the Han Dynasty, and it was mainly concentrated in the north and west? This is what we need to know today.
Teach new lessons:
A, Zhang Qian to the western regions.
1. Western Regions in Early Han Dynasty
In the Han Dynasty, Yumenguan went to Yangguanxi. Today, Xinjiang and the Central Asian countries adjacent to Xinjiang are collectively referred to as the Western Regions. There are as many as 36 countries here. Most of these countries have small populations, with Wusun having the largest population of 360,000. Some residents here are engaged in agriculture and some are engaged in animal husbandry. Languages in different countries are different and independent. In the early years of the Western Han Dynasty, Xiongnu forces extended to the western regions and conquered the countries in the western regions.
2. Zhang Qian was sent to the Western Regions.
Ask a question
(1) How did the Huns rule the western countries? Give examples.
(2) What was the relationship between the Western Han regime and Xiongnu in the early years of the Western Han Dynasty?
(3) What influence did Hungary's control over the Western Regions have on the Western Han Dynasty?
(4) Are there common interests between the Western Han Dynasty and the Western Regions?
In the process of conquering the western regions, the Xiongnu nobles treated the local people badly. (For example, the Dayue family living in the Hexi Corridor was driven to the Ili River Basin by Xiongnu nobles. Soon, the Huns captured the Yue family and cut off his head to make drinking utensils. The atrocities of the Xiongnu nobles aroused strong hatred among people of all ethnic groups. In the early years of the Western Han Dynasty, the economy had not recovered and the national strength was insufficient. After Deng Bai was besieged, he was forced to adopt a pro-Hungarian policy to avoid the harassment of Huns. Xiongnu controlled the Western Regions and attacked the Western Han Dynasty from this base, which made the frontier of the Western Han Dynasty restless. Xiongnu became a common threat to the Western Regions and the Western Han Dynasty.
The Western Han Dynasty entered its heyday when it was ruled by the literary world and recuperated at the beginning of the Han Dynasty. Emperor Wu of the Han Dynasty decided to give up pro-government and defeat Xiongnu by force. Knowing that the Yue people hated the Huns' rulers, he decided to send someone to contact the Yue people, form an alliance with the Yue people and surprise the Huns. But who will be sent? Unable to find a suitable candidate, Emperor Wu of the Han Dynasty decided to recruit soldiers by imperial edict. Ask the students to write a letter in groups that the recruiter of Emperor Wu of the Han Dynasty volunteered to go to Dayue's home, including the purpose, talent conditions, dangers they will encounter, etc. )
In this case, Zhang Qian applied. Students will give a brief introduction to zhangqian before applying. )
In BC 138, Emperor Wu of the Han Dynasty sent Zhang Qian to the Western Regions. In the reading, the teacher explained the map of Zhang Qian's mission to the Western Regions, and then asked the students to design a dialogue between Emperor Wu of the Han Dynasty and Zhang Qian. (Hint: It can be described as the entrustment and encouragement of Emperor Wu of the Han Dynasty. Zhang Qian said that he did not disgrace his mission. )
Zhang Qian led 100 people on the journey, but unfortunately they were captured by the Huns and held in100 for many years. Despite all kinds of difficulties, he never gave up the "festival" of the Han Dynasty. Later, Zhang Qian finally led his men to escape from the Huns and found Da Yueshi. Great changes have taken place in the Da Yue family for more than ten years, and they have no intention of returning to the East and becoming enemies with the Huns again. Zhang Qian stayed in Dayue's home for more than a year, but he couldn't get the result, so he had to return home. On his way home, he was caught by the Huns and imprisoned for a year. BC 126, the Huns were in civil strife, and Zhang Qian took the opportunity to escape and return to Chang 'an. (Can be supplemented by students)
Zhang Qian's trip lasted thirteen years, but he failed to complete his mission. Did Zhang Qian go for nothing? (Students answer the teacher's summary) Although Zhang Qian didn't achieve the goal of going to the Western Regions, he learned about the geography, specialties and life of people of all ethnic groups in the Western Regions, and also learned that people of all ethnic groups in the Western Regions wanted to communicate with the Han Dynasty. Zhang Qian reported these situations in detail to Emperor Wu of the Han Dynasty. In order to expand the political influence of the Han Dynasty, Emperor Wu of the Han Dynasty established contacts with countries in the Western Regions and exchanged products, and sent Zhang Qian to the Western Regions for the second time. In BC 1 19, Zhang Qian led a 300-member delegation to various countries, and various ethnic regimes in the western regions sent people to the Han Dynasty to thank them. The Han dynasty finally established friendly relations with countries in the western regions. Zhang Qian's second mission to the Western Regions greatly promoted the economic and cultural exchanges between the Han Dynasty and the Western Regions. (Showing the material exchange between Han and the Western Regions)
3. The establishment of the regional governor's office
In 60 BC, the Western Han Dynasty established the Western Regions Duhu. This is the general guard stationed in the western regions of the Western Han Dynasty. He is the highest officer in military and administrative management. His duty is to manage western affairs and protect business travel. This shows that Xinjiang and some places west of Xinjiang were under the jurisdiction of the central government during the Western Han Dynasty, and Xinjiang has been incorporated into the territory of China and is an inalienable part of our territory.
Please talk about your evaluation of zhangqian.
Answer the prompt:
First: personal character-adventurous spirit, indomitable will, strong sense of responsibility, etc.
Second, historical influence-communication with the main traffic routes in the interior of Asia, formal friendly exchanges with countries in the western regions, promotion of extensive economic and cultural exchanges between the East and the West, and opening up the Silk Road.
Second, the Silk Road.
Using multimedia courseware to introduce the Silk Road route.
Ask questions:
(1) Why is this trade route called "Silk Road"?
(2) What influence did the Silk Road have on China and the world?
In the ancient world, only China was the first country to grow mulberry, raise silkworms and produce silk products. China's silk products are still one of the most important products that China has dedicated to the people of the world. They spread widely, covering the contribution of China people to world civilization. A lot of China silk and silk fabrics pass through this road, so it is called "Silk Road" or "Silk Road" for short.
The opening and maintenance of the Silk Road has made important contributions to the exchange of material culture and spiritual culture between China and the West. Through the Silk Road, China went to the world, established contacts with other civilized regions, and the cultural exchanges between the East and the West became more and more frequent.
Third, Ban Chao manages the Western Regions.
By the Eastern Han Dynasty, the situation in the Western Regions had changed. Huns in the early Han Dynasty were divided into southern Xiongnu and northern Xiongnu. The southern Xiongnu surrendered to the Eastern Han Dynasty. Xiongnu nobles in the north often led cavalry south to plunder, regained control of the western regions, demanded heavy taxes from various countries, and cut off exchanges between the western regions and the Eastern Han Dynasty. In order to restore the traffic between the Central Plains and the Western Regions and restore the jurisdiction over the Western Regions, the Eastern Han government sent Ban Chao to the Western Regions in 73 AD.
1. Ban Chao went to the western regions.
Teachers tell vivid stories about Ban Chao, and students can supplement them.
2. Gan Ying arrived in the Persian Gulf.
In 97 AD, Ban Chao sent Gan Ying to Daqin. After Gan Ying arrived in Persia, others worried that the opening of the direct trade road between China and Daqin would affect their traditional commercial interests, so they deliberately exaggerated the sinister sea lanes to Gan Ying, and Gan Ying did not go any further. However, he is familiar with the geography and customs along the way, which provides favorable conditions for the development of Sino-Western exchanges and economic and cultural exchanges. In A.D. 166, the envoys of the Andun Dynasty in Daqin came to the Eastern Han Dynasty, which was the beginning of direct friendly exchanges between Europe and China, and was a major event in the communication between China and the West.
Question: Do Zhang Qian and Ban Chao, two outstanding historical figures, have anything in common?
Answer prompt: the fearless spirit of being the first in the world, the perseverance in the face of difficulties, and the indomitable fighting spirit.
Fourth, the friendly exchanges between Korea and North Korea and Japan.
As early as more than 3000 years ago, the people of China and North Korea had close contacts. During the Eastern Han Dynasty, countries on the Korean Peninsula had close ties with China, and cultural exchanges were strengthened. The technology of copper casting and lacquer making in Han Dynasty spread to North Korea, and the famous Korean horses and other products also spread to China. From a very early age, China people and Japanese people crossed the ocean by boat and exchanged views with each other. During the Han Dynasty, more than 30 small countries in Japan 100 had contacts with the Han Dynasty. During the reign of Emperor Guangwu of the Eastern Han Dynasty, the Japanese slave king sent envoys to the Han Dynasty, and Emperor Guangwu presented a golden seal of "the slave king of the Han Dynasty". China's copper casting and ironmaking technology also spread to Japan at this time, and Japan also discovered bronze mirrors in the Han Dynasty.
Summary: Today, we learned about Zhang Qian and Ban Chao's missions to the Western Regions and felt their indomitable and fearless spirit. On the one hand, the opening and smoothness of the Silk Road has strengthened the ties between Xinjiang and the mainland; On the other hand, China's silk products enjoy a high reputation in the world, which greatly promotes the economic and cultural exchanges between China and the West. China's friendly exchanges with Korea and Japan reflect the profound influence of ancient China's advanced culture on the eastern countries.
Blackboard design:
The Han Dynasty governed the foreign relations between the Western Regions and Qin and Han Dynasties.
A, Zhang Qian to the western regions.
1. Western Regions in Early Han Dynasty
2. Zhang Qian made two missions to the Western Regions.
3. Khufu in the Western Regions
Second, the Silk Road.
Third, Ban Chao manages the Western Regions.
Fourth, the friendly exchanges between Korea and North Korea and Japan.