In the compulsory education history curriculum standard (20 1 1 version), the content requirements related to the second lesson are as follows: Through code of hammurabi, we can get a preliminary understanding of the ancient civilizations in the two river basins.

(A) intensive reading of textbooks: make full use of all kinds of curriculum resources.

1. Clarify the course structure and highlight the key points and difficulties.

As the beginning of the ancient history of the world, this unit introduces the three major river civilizations in ancient Asia and Africa, and the ancient two-river basin civilization is one of them. Together with China in the Yellow River valley, these civilizations have created glorious history and made outstanding contributions to the development of world civilization.

This lesson is divided into three subheadings: Ancient civilizations in the two river basins, Babylonian Kingdom and code of hammurabi. Its structure is deepening step by step. The Babylonian Kingdom of Cuba is the peak of civilization development in the two river basins, and code of hammurabi is a valuable cultural heritage left by the Babylonian Kingdom. According to the curriculum standard, the introduction of code of hammurabi in the text is the most detailed. Let us use this as a window to clearly understand the Babylonian society in Cuba. In order to reflect this course structure, I designed it as a blackboard writing, which was gradually improved in the course of class, so that students could grasp it as a whole, thus making the key points of this class clear from the simple to the deep.

2. Dig deep into various teaching resources.

There are splendid ancient civilizations in the two river basins, and there are many historical materials to be excavated. There are not only texts, pictures and other materials given in textbooks, but also related general history works, data compilation and rich audio-visual resources, such as documentaries. When using these resources, we should choose and pay attention to them. I follow the following two principles:

(1) target principle

(2) the principle of selectivity

The so-called goal principle refers to the selection of corresponding curriculum resources according to the needs of teaching objectives, so that students can use these resources to better achieve teaching objectives. The principle of selectivity refers to the diversity of history curriculum resources, so it is necessary to screen all kinds of resources and choose typical and representative resources that reflect the real situation of history, so that the utilization of resources will help students understand the key points of study. For example, the focus of this class is code of hammurabi, so we should choose the original code for students to interpret, so as to understand the Babylonian society in Cuba; There are as many as 282 articles in the Code, so it is necessary to choose the articles that best reflect its social characteristics. For another example, there are several documentaries related to the two river basins, and it is impossible to show them all to students in one class. Then, according to the teaching objectives, I chose a code column introduced by the curator of the Louvre Museum of Ancient Oriental Art to deepen the students' impression.

(B) Interest-oriented: to stimulate students' learning autonomy

1. A variety of teaching methods to stimulate interest in learning

History lessons should be interesting and vivid, and the presentation of history should be varied. According to the psychological characteristics and cognitive level of junior high school students, combined with concrete and vivid historical facts, we should mobilize students' enthusiasm for learning, stimulate students' interest in learning history, guide students to actively learn history and actively participate in history teaching activities. Therefore, this course adopts a variety of teaching methods, such as the introduction of popular songs, the comparison of ancient and modern maps, the pictures of cultural relics and sculptures, and the playing of literature materials. The application of these teaching methods brings students a vivid, three-dimensional and multi-dimensional life history.

2. Set interesting situations to solve the key points of classroom teaching.

One of the key points of this lesson is to get a preliminary understanding of the ancient civilization of the two river basins represented by Babylonian society through code of hammurabi. If you throw a large section of code directly to students for them to interpret, it will be boring. So I set up three "time travel scenes in Babylon". Scene 1: Two people who hurt others are punished differently. Why is the difference so big? Set suspense for students to guess, and then give the relevant code provisions, so that students can find out three types of people, so as to understand that the society at that time was a slave society, divided into three strict social classes, and the legal status of each class was very different. Scenario 2: Through the case of "when a son beats his father, he will cut off his finger", supplemented by examples such as his wife and children paying off debts, to reflect the absolute position of male parents in the family during the Babylonian period. Scenario 3: Through the example of shipmen's compensation for sunken ships and loss of commodities, let students feel the detailed provisions of the code on employment, leasing and compensation for all walks of life at that time. This reflects that the commodity economy was relatively active at that time. Through the setting of three interesting scenes, students' enthusiasm for learning has been aroused, and the teaching focus of this lesson-understanding the civilization of the two river basins through code of hammurabi has been solved.

(C) Focus on ability: cultivate students' historical knowledge.

1. Cultivate the concept of time and space

One of the important qualities that history should cultivate is to let students have a correct view of time and space. The two river basins started very early in the history of human civilization and experienced many historical periods, and their geographical environment also has its own characteristics. Although all these contents can't be explained in the lecture, students need to have a certain understanding, so I designed the activity of drawing the timeline of civilization process, and students marked several relatively important times and events by self-learning the text. Through this link, students can not only understand the general development process of civilization in the two river basins, but also make it clear that the focus of this lesson is the time period of the kingdom of Babylon. By observing the maps of the four ancient civilizations in Asia and Africa, students can clearly understand the position of the civilizations in these two basins in the world, as well as their relative positions and similarities with the other three ancient civilizations, and then understand that the earliest civilizations of mankind were all produced in large river basins suitable for agricultural cultivation.

2. Cultivate comparative thinking

The curriculum standard requires "to perceive history through various channels, learn to understand people and things in history from the historical conditions at that time, and form historical concepts through analysis, synthesis, generalization and comparison, so as to understand the characteristics of the times and the basic trend of historical development." Therefore, history needs the ability of connection and synthesis, and historical events cannot be studied as isolated points. We can organically link new knowledge with students' existing knowledge system by comparing the development of civilization in the same period. Therefore, after completing the time axis of the civilization development in the two rivers basin, let the students compare the two rivers civilization with the other three ancient Asian and African civilizations. Students learned from the first and third moments of world history that from around 3500 BC, many small countries appeared in the lower reaches of the Nile, and around 3 100 BC, ancient Egypt was initially unified; As early as the 23rd century BC, early civilization appeared in ancient India. Comparing China on the time axis, there was clan farming civilization in early China, and the first dynasty, Xia Dynasty, was established in 2070 BC. The kingdom of Babylon was around this period, while China was in the Western Zhou Dynasty during the new kingdom of Babylon. However, our civilization has been passed down. From the time point of view, the civilization of the two river basins appeared earlier in several ancient civilizations in Asia and Africa. Through this activity, students' comparative thinking was cultivated, their ability to perceive history from various ways was improved, and the basic clues of historical development were initially grasped.

3. Cultivate analytical and general thinking

Detailed analysis of historical problems with materials is one of the important achievements of history discipline. This requires students to read and summarize historical materials, explain history on this basis, initially form a historical consciousness of attaching importance to evidence and the ability to deal with historical information, and gradually improve their understanding of history.

For example, in the "time travel" link, I supplemented the relevant provisions in code of hammurabi at the back of each scene, allowing students to read the original historical materials, analyze and extract effective information from them, sum up the social characteristics at that time, and form a historical scene imagination that conforms to the historical conditions at that time.

Another example is how Hammurabi governed the country after unifying the two river basins. I also gave some written materials. Guide students to analyze that during the reign of Hammurabi, the king had absolute authority. He personally asked every detail and firmly grasped the political, legal, military and economic aspects of the country. This system is called absolute monarchy and centralization. By deifying himself, he preached that his strength came from God. He also attached importance to agricultural production and developed water conservancy. Finally, the students came to the conclusion that these measures made the country stronger, and when Hammurabi was in power, it was the most powerful period of the ancient Babylonian kingdom.

Through these links, students' ability to analyze and summarize historical materials to solve historical problems is cultivated.

Enable students to express their views with evidence, make appropriate inferences, and initially master the methods of explaining historical problems.

(D) Value orientation: broaden the emotional education function of the curriculum.

An important function of history course is the function of emotional education, which subtly cultivates students' emotional attitudes and values through correct value guidance and helps students gradually form a correct world outlook, outlook on life and values. This requires us to explore the ideological and emotional education connotation of the course content.

One of the excavation points of this lesson: the civilization of the two river basins was created by the people of West Asia in the process of utilizing and transforming nature. By analyzing the geographical environment of West Asia, we know that most of the whole West Asia region is a tropical and subtropical desert with little rain, but a splendid ancient civilization was born in the narrow strip of Mesopotamia. Why? Because the Euphrates and Tigris rivers not only brought irrigation water, but also scoured the fertile Mesopotamian plain. Local residents make full use of the water and fertile soil brought by the two river basins to develop irrigated agriculture. It is irrigated agriculture that created the civilization of two rivers. Let students feel that human civilization has developed by adapting to and transforming the natural environment.

The second excavation point: the important contribution of outstanding figures in history. Hammurabi was the sixth king of Babylon, Cuba. In his hands, it not only unified the middle and lower reaches of the two river basins, but also strengthened the kingdom of Babylon and became a development peak of the civilization of the two river basins. He also left a precious cultural heritage "code of hammurabi" to mankind. It can be said that Hammurabi is an important promoter of the development of civilization in the two river basins.

The third excavation point: the cultural heritage left by the two rivers civilization is precious and must be cherished. Cuneiform invented by Sumerians is one of the earliest characters in the world. The clay tablets handed down recorded laws, cases, Oracle Bone Inscriptions, medical records, textbooks and many other contents. The invention of cuneiform strongly promoted the development of West Asian culture. The calendar of the two rivers civilization is also very distinctive. Sumerians formulated the lunar calendar, and astronomy was very developed. The invention and use of hexadecimal is also a great contribution to the civilization of the two rivers, and it is still used in some fields of the modern world. Code of hammurabi is particularly important. Its extensive content not only enables us to clearly understand the Babylonian society in Cuba, but also makes us feel that the residents in the ancient two river basins are a people who attach great importance to the law. In land sale, house lease, marriage contract and even cattle lease, both parties must sign a contract or contract, and witnesses will testify and sign it on the spot. The legal tradition of human society has a long history.

After learning this lesson, students can understand the diversity of human culture and realize that we should understand and respect the cultural traditions of all countries and nationalities in the world and constantly learn from the outstanding achievements of civilization created by mankind.