Looking at the essence through the phenomenon (that is, the reason why the powers are so unscrupulous and overbearing), we can understand why the primary goal of the peasant movement in the Taiping Heavenly Kingdom is the Qing government (if the root causes of corruption are not completely eliminated, the "law" and "Britain" will be driven away today, and there will be new "law" and "Britain" tomorrow). By analyzing the strength of a nation, the country's advanced backwardness is closely related to its fate, thus stimulating students' patriotic enthusiasm and studying hard for the rejuvenation of the nation and the strength of the country. Through the historical facts of Taiping Army's resistance to foreign guns, China people have always had a strong determination to resist foreign aggression and a glorious tradition of patriotic education. Emphasis and difficulty The occurrence of the Second Opium War is a key point. For this part of the content, students only need to master their own knowledge points: the time when the Second Opium War happened and the country that launched it, but teachers should grasp the topic of the text and make it clear why this war is called the Second Opium War and its relationship with the First Opium War, so that the content of the text can be connected from top to bottom. "The crime of foreign powers invading China" is another focus of this lesson, and it is also the content described in a lot of space in this lesson. In order to simplify complicated things and grasp this historical fact easily, the crime can be summarized into eight words: "unprecedented looting" (Britain, France) and "maximum cutting" (Russia). The difficulty of this lesson can be placed on "the relationship between the Second Opium War and the Taiping Heavenly Kingdom Movement". Here, there are two issues that need to be clarified. First, why did the peasant uprising army first target the Qing government, that is, overthrow the rule of the Qing government (the corruption of the Qing government was the chief culprit of the national disaster); First, the Taiping Army fought against foreign guns, telling the patriotic spirit of the people of China and the glorious tradition of resisting foreign aggression. Reviewing the teaching process of blackboard writing design: What serious consequences did the signing of treaty of nanking in the First Opium War bring to China? Do those in power satisfy their vested interests? Introduce a new lesson 1. The teaching idea of the text can adopt a structure of one clue and three paragraphs: ① One clue: namely, the title of the text "The Crime of Foreign Powers Invading China in the Second Opium War" ② Three paragraphs: The blackboard design of the whole class constitutes the occurrence of the first and second Opium Wars. Crimes committed by foreign powers in the Second Opium War 1. Britain and France-burning Yuanmingyuan II. The territory occupied by Russia (1more than 500,000 square kilometers) 3. The struggle triggered by the second opium war-Taiping army against foreign guns II. Specific teaching methods 1. This lesson is extremely brief for the occurrence of the Second Opium War, but why should it be listed as a separate section? First, the overall clue is clear and smooth. Second, students can't understand why this war of aggression is called the Second Opium War, instead of the Sino-French War, the Sino-Japanese War, and Eight-Nation Alliance's invasion of China (although this is another story), because the Second Opium War is definitely related to the First Opium War. So this part is introduced by the teacher from the subject, that is, what is the "Second Opium War"? During the First Opium War, capitalist countries such as Britain and France seized many rights in China because of the signing of treaty of nanking, but their greedy desires were not satisfied. In order to further open China's market and expand its aggressive rights and interests, they unreasonably demanded "amending the treaty". After being rejected, they launched a war of aggression here to force the Qing government to submit. Because this war is a continuation of the Opium War, it is called the second Opium War in history. ② In the second section "Crimes of Great Powers", the following measures can be taken: a. Talking about "burning Yuanmingyuan" can be conducted in the form of discussion. That is the teacher's explanation: Yuanmingyuan is not only the crystallization of China's feudal architectural art, but also a rare museum and art gallery in the world. Known as the "Garden of Ten Thousand Gardens" by the West, it really deserves its name (see information). Let Yuanmingyuan, an exquisite treasure house of art, occupy the position of ancestors in the hearts of students. Look, just show a video of burning Yuanmingyuan, so that students can have an intuitive impression of Yuanmingyuan. Witness the brutality, greed and evil of the invaders through vision. Deepen the hatred of the aggressors' crimes through listening and watching activities. Discussion, that is, let students express their opinions and talk about their feelings, guide students to complain bitterly and stimulate patriotic enthusiasm. B. Russia's land division behavior can guide students to analyze and summarize: 1. Ambition-has a long history; 2. Means-taking advantage of the fire to rob (forced by force, induced by mediation, finalized by a paper, forcibly cut and sealed up), nibbling at the teaching means step by step, using a picture and a table, first "reading the picture with the table" and then "showing it with a picture" (using geography) ③ Serial questioning method can be used in the third section: Why did China suffer such a disaster? What are the subjective reasons? How did the people react (related to the content of the first Opium War: the Qing government was corrupt and repeatedly compromised, which led to the situation in China plummeting)? What is the goal of peasant regime resistance? What was the result? Finally, the teacher summarized the outbreak time, invaders, main contents and results of the first and second opium wars, so as to induce them layer by layer and gradually consolidate them, and let students understand that the semi-colonization of China society was further deepened due to the loss of sovereignty and the seizure of territory in the second opium war, and the contents of the two opium wars were consolidated, paving the way for mastering the integrity of the knowledge of the five large-scale wars of aggression against China launched by the great powers in modern history. Lesson 3 Restoring the Teaching Objectives of Xinjiang Through the study of this lesson, students can learn that Agubo invaded Xinjiang and brutally exploited and oppressed the people of Xinjiang. I know that with the support of the people of all ethnic groups in Xinjiang, Zuo defeated Agubo and recovered Xinjiang. By guiding the students to think, answer "If you are left, how can you defeat Agubo and recover Xinjiang?" How to evaluate the left, cultivate students' ability to analyze and solve problems, and comprehensively and objectively evaluate historical figures? Through the study of this lesson, let students realize that Xinjiang has been the territory of China since ancient times, and fighting foreign aggression and defending national sovereignty will surely win the support of the people. The focus of teaching is to recover Xinjiang from the left, which is the focus of this lesson. Xinjiang has been the territory of China since ancient times and the northwest gate of China. Its gains and losses are not only related to China's sovereignty, but also to safeguarding national security. Left advocates the recovery of Xinjiang, winning the support of patriots in the ruling and opposition parties and the support of people of all ethnic groups in Xinjiang. Teaching difficulties show that the importance of recovering Ili and the necessity of paying the price are the difficulties of this lesson. Is it necessary for a mountain city to exchange a large area of land and a large amount of compensation? Students may not understand and accept it. It must be made clear in the teaching that the strength of Russia at that time was very different, and it was impossible to recover Ili without paying a certain price. Yili is the gate of Xinjiang. If Yili cannot be recovered, it means that Xinjiang cannot be recovered, and national security is still not guaranteed. Therefore, Yili is more important than that land and those reparations. Teaching process of blackboard writing design 1. Show the filled map of China, ask the students to find out the location of Xinjiang, and ask, "What percentage of Xinjiang occupies our territory?" Then use "brains" to make students think and answer "Why has Xinjiang been the territory of China since ancient times?" One is to penetrate the theme, the other is to arouse students' interest in learning, and the third is to let students know the importance of Xinjiang. 2. Guide students to review the border crisis in China during this period, and then directly introduce new lessons. 3. Tell the story of "Agubo's invasion of Xinjiang" and put forward the problem of "how many countries have emerged from the disintegration of the Soviet Union". Ask again, "Which country established Hao Han?" Let students know the origin of this vast country and make clear its geographical position. Establish the concept of time and space for later study. 4. Combined with the map of Xinjiang or computer courseware, the teacher described the process of Agubo's invasion of Xinjiang in concise language while demonstrating. Or let students make their own courseware to demonstrate and explain the process of Agubo's invasion of Xinjiang, describe how Agubo brutally exploited and oppressed people of all ethnic groups in Xinjiang, and exercise students' hands-on ability and expression ability. 5. Guide the students to learn the fine print part of the text, pointing out that Russia and Britain ignored China's sovereignty, openly recognized and supported the puppet regime of Agubo, and Russia also directly sent troops to occupy the Ili region of Xinjiang. Its criminal purpose is to attempt to split the territory of China. 6. "Recovering Xinjiang from the Left" is the focus of this lesson. Before class, students can be arranged to collect information and opinions about Li Hongzhang and Zuo. In class, students can be divided into "Li Hongzhang School" and "Left School", arguing about the importance of "coastal defense" and "blocking defense" (referring to the defense of the four northern regions). It not only mobilizes students' learning enthusiasm, but also deepens students' understanding of the correctness of the proposition of "recovering Xinjiang from the left". 7. Q: "If you are left, how can you defeat Agubo and recover Xinjiang?" Stimulate students' interest in learning and improve their ability to analyze and solve problems. 8. Q: "Why did Zuo not recover Ili after defeating Agubo, but advocated a diplomatic solution and set up an anti-Russian headquarters to support the diplomatic struggle?" Cultivate students to learn to adopt different struggle strategies according to different situations and different objects. 9. Guide students to think, "Is it worthwhile for China to use a piece of land in exchange for a lot of compensation from Yili?" Cultivate students to be far-sighted and analyze problems from a global perspective. 10. After the above, you can ask, "What do you think of Zuo Tang Zong in combination with what you have learned before?" It can not only consolidate old knowledge, deepen patriotism education, but also cultivate students' ability to comprehensively evaluate important historical figures. Think about it, why Xinjiang has been the territory of China since ancient times? In 60 BC, the Western Han government established the Western Regions Duhu, which was in charge of western region affairs. Since then, Xinjiang has been under the jurisdiction of the central government and has become an inseparable part of me. Since then, the central government has never given up the management of Xinjiang. Lesson 4 Teaching Objectives of the Sino-Japanese War in the Sino-Japanese War of 1894-1895 Through the study of this lesson, students can understand the general situation of the Sino-Japanese War in the Sino-Japanese War of 1894-1895: the purpose of Japan's war; Why is it called the Sino-Japanese War? Yellow Sea naval battle; Lushun fell; Ahava was defeated. The main content and influence of treaty of shimonoseki between China and Japan. The heroic deeds of the people of Taiwan Province province against Japanese colonial rule. With the help of teachers, let students tell the heroic deeds of Deng Shichang in the Yellow Sea naval battle, so as to train and cultivate students' oral expression ability; By guiding students to compare the contents of treaty of nanking and treaty of shimonoseki, it is analyzed that treaty of shimonoseki has greatly deepened the semi-colonial degree of China, thus cultivating students' comprehensive analysis ability. Through the study of this lesson, students can understand that the Sino-Japanese War of 1894-1895 was an aggressive war deliberately provoked by Japanese imperialism to annex Korea and invade China. In the battle, patriotic officers and men represented by Deng Shichang fought bravely and tenaciously against aggression. They are national heroes in War of Resistance against Japanese Aggression. The Sino-Japanese War of 1894-1895 ended in China's failure because of the corruption of the Qing government, the compromise and concession of the decision-making group and the slack and backwardness of armaments. The signing of treaty of shimonoseki greatly deepened the semi-colonization of Japanese society. The focus of teaching is the Sino-Japanese War in the Sino-Japanese War of 1894-1895, and the difficulties in teaching are the nature of the Sino-Japanese War in the Sino-Japanese War of 1894-1895, the reasons for China's failure and the influence of treaty of shimonoseki. Teaching method 1. Guide students to consult relevant historical materials, help students obtain effective information and deepen their understanding of relevant content. 2. Help students improve their ability to analyze problems by guiding them to compare and analyze the contents of treaty of shimonoseki and treaty of nanking. Teaching AIDS: video, teaching courseware, wall chart. The teaching process of blackboard writing design is 1. When introducing a new lesson, the teacher can design such an introduction to exaggerate the atmosphere: "Students, the Chinese nation is not only a great nation, but also a nation full of disasters. On the shame column of modern history, how many China people's blood and tears are engraved and how many cruel historical facts are recorded. Which one is not thought-provoking and inspiring? Which word is not inspiring and fascinating? Let's turn over the picture of history, go back to the historical period of the Sino-Japanese War, appreciate the blood and tears of the nation, and review the painful experience and lessons. Today, we are going to learn the fourth lesson, the Sino-Japanese War. " This introduction created a strong atmosphere from the beginning, and students' thinking developed with the development of teaching. The two questions not only summarized the last lesson, but also paved the way for the following, which played a connecting role. 2. The Yellow Sea War is the focus of this lesson, including three aspects: First, the purpose and name of Japan's war is the Sino-Japanese War. The second is the course of the Yellow Sea War. The third is the result of the Yellow Sea War. Teachers can show important clips of the movie "Wu Jia Storm" first, and then let the students who have prepared the story before class give a speech to highlight Deng Shichang's deeds. After the students finished speaking, the teacher made a summary. Please pay attention to the relevant maps and pictures. 3. After the Yellow Sea War, Li Hongzhang, in order to preserve the strength of his faction, ordered beiyang fleet to "protect the ship from the war" and hide in the Ahava military port, and was not allowed to patrol the sea to meet the enemy. In this way, the sea control of the Yellow Sea was controlled by the Japanese fleet, and then China was attacked by the Japanese sea and land. The teacher briefly tells the battle of Liaodong Peninsula, focusing on the fall of Lushun and the Lushun massacre, and guides the students to read the fine print. The teacher explained Ahava's rout again, pointing out that beiyang fleet was completely annihilated in World War I in Ahava. 4. treaty of shimonoseki is one of the key points of this lesson. The following three questions should be explained in turn: 1. The signing time of treaty of shimonoseki (1895) and the representatives of both sides (Li Hongzhang and Ito Bowen) require students to memorize it. Secondly, the main content of treaty of shimonoseki is divided into four points, which require students to understand and remember. With regard to the "triple intervention", students can be guided to read the fine print in the textbook without the teacher's explanation. Thirdly, combined with the main contents of treaty of shimonoseki, this paper analyzes its influence on China: First, Liaodong Peninsula is the gateway of Beiyang, which is surrounded by the Bohai Sea with Shandong Peninsula, and the southern end is Lushun military port, which directly threatens the security of Beijing and Tianjin. Taiwan Province Province is the largest island along the coast of China, including more than 70 islands, Penghu Islands and other large and small islands. Facing Fujian across the Taiwan Province Strait, it has extremely important strategic position and economic value. Japanese occupation of Taiwan Province Province is not only a treasure house for plundering resources, but also a base for invading the southeast coastal provinces of China. Second, the huge compensation of 200 million taels of silver has seriously damaged China's finance and greatly increased the burden on the people of China. The fiscal revenue of the Qing government at that time was less than 92 million a year. In order to compensate, in addition to stepping up the search for people, we have to borrow harsh "foreign debts." This huge indemnity is equivalent to more than three times Japan's annual income, of which 85% is used by the Japanese government for military expenses. Japan developed rapidly into military imperialism and became one of the main enemies of China's aggression. Third, opening Shashi, Chongqing, Suzhou and Hangzhou as commercial ports has facilitated Japanese and other imperialist countries to plunder the richest Yangtze River basin in China, especially the wealth in Jiangsu and Zhejiang provinces. Fourthly, the treaty stipulates that Japanese factories can be located at trading ports, which facilitates the export of imperialist capital to China. Since then, the imperialist powers have obtained the right to directly invest and set up factories in China, exploited cheap labor and plundered raw materials, which seriously hindered the development of China's nascent national industry. In a word, the signing of treaty of shimonoseki greatly deepened the semi-colonization of China society. Since then, imperialism has set off a frenzy to carve up China, and the national crisis in China is unprecedented. 5. 1895 someone wrote such a couplet: "Taiwan Province Province has been returned to Japan, and the Summer Palace has put up a canopy." Let the students think: Taiwan Province Province is the territory of China, why is it "now Japanese"? "The Summer Palace has a ceiling again", why? What do these two things mean when they are linked together? It is pointed out that the capitulators headed by Nalashi and Li Hongzhang covet peace, and what is the "longevity festival" when the country is in crisis? How can this handful of people be invincible in governing the country? 6. Instruct students to read relevant materials about the people's anti-Japanese war in Taiwan Province Province headed by Xu Xiang, and attack "Taiwan Province Today" in Taiwan Province Province.