Process and Method Objectives: Summarize the representatives of the main ancient residents in China, read charts and written materials, and summarize the laws from them.
Emotional Attitude and Values Goal: (1) China is one of the earliest origins of civilization in the world, enhancing national pride. (2) A correct understanding of the origin of human history.
[Teaching Emphasis and Difficulties]
Focus: The living and production conditions of the earliest humans, Beijingers and cavemen in China.
Difficulties: the way of life of ancient residents
[Teaching method] Multimedia courseware is applied, and heuristic and problem-oriented teaching methods are adopted.
[Teaching means] Multimedia courseware
[class] 1 class
[Course Type] New Teaching
[Teaching AIDS] Atlas, multimedia related to primitive humans in China, and new archaeological discoveries.
Blackboard design:
The ancient inhabitants of China
First, Yuanmou ape-man: the earliest, 1.7 million years.
Second, Beijingers: Time: 700,000-200,000 years.
Lifestyle: social life.
Development level: using natural fire
Third, cavemen: time: 1.8 million years.
Lifestyle: clan life, tool progress.
Development level: artificial fire.
[Teaching process]
Teaching content, teaching methods and learning methods
Introduce new courses:
First, the earliest humans in China
Yuanmou showed the earliest folk story of Nu Wa's creation in China with multimedia, and asked the students: Who can tell us the legend of Nu Wa's creation so as to import it? Ask the students: the legend of the origin of human beings in the west.
Show multimedia pictures: What historical information did the students get after reading the first paragraph of the textbook? Who was mentioned in the materials, when and what evidence?
Encourage students to answer first, and decide whether to answer collectively or individually according to the actual situation.
Briefly introduce some archaeological knowledge, such as fossils and dating methods.
Teaching content, teaching methods and learning methods
Second, Beijingers.
Discovery time: 1929
Location of discovery: Zhoukoudian, Southwest Beijing
Life span: 200,000-700,000 years.
Physical characteristics: the division of labor between hands and feet is obvious, and some characteristics of apes are retained.
Living conditions: social life
Production level: can make and use tools, can use natural fire.
Third, cavemen:
Time: 18000
Lifestyle: clan life, tool progress.
Development level: artificial fire.
Summary: Summarize the three representatives of ancient residents who have studied in this class.
Consolidation exercise: (see courseware)
Homework: (See the courseware) Multimedia display and thinking of Peking man's head restoration map: Read the text to find out the time, place, life age and physical characteristics of Peking man.
Students answer the time, place and year together, and discuss the physical characteristics in groups according to the head recovery map.
Life Imagination and Reading Needs of Beijingers Multimedia Display: What kind of life do Beijingers lead? Why? Please discuss in groups.
Multimedia presentation problem: imagine a day's life in Beijing. Tips can be in chronological order or in the order of food, clothing, housing and transportation.
Multimedia presentation question: Do you think about it? How are Beijingers so popular?
Q: What conclusion can you draw from reading the fine print on page 5?
Multimedia Display: Distribution Map of Major Ancient Human Sites in China. What's the problem? The students answered.
Read the last paragraph on page 5 and find out the age and physical characteristics of Neanderthals. The students answered.
Multimedia display: the head restoration map of Neanderthals and Peking man, and compare the differences between the two residents.
Read the first and second paragraphs on page 6, multimedia demonstration: the life recovery map of Neanderthals and the spicules and decorations they used. Analyze the production and living conditions of cavemen. The students answered.
Multimedia presentation question: Use your head, sea otters live in the sea. What does it mean to find the shell of a sea otter in a caveman's cave? what do you think? Students discuss in groups and then answer.
Multimedia demonstration: the main knowledge points of this lesson. Take this as the blackboard design of this class. During the presentation, ask the students to answer together.
Multimedia demonstration: The designed exercises can be answered in groups.
Multimedia display, encourage students to do it themselves.
Lesson 2 primitive farming life
[Teaching objectives]
Knowledge and ability objectives:
Through the study of this lesson, students can understand the main situation of primitive farming economy in China during the origin of Chinese civilization, the development level of primitive farming economy when Chinese civilization was in the origin stage, and then understand the significance of its development to the social progress in ancient China.
2. Process and method
The teaching tool of this course is multimedia courseware, the teaching method is heuristic dialogue, and the design of inquiry questions is combined with students' questions.
3. Emotional attitudes and values
Through the study of this lesson, students can identify with the wisdom and simple feelings of the ancestors who created the primitive farming culture in China in their own labor achievements, thus promoting or enhancing students' identification with the history and culture of the motherland and their respect for the ancestors of the Chinese nation.
[Key Points and Difficulties]
The teaching focus is on the farming life of Hemudu and Banpo aborigines.
The difficulty lies in the concept and conclusion of private property and polarization between the rich and the poor during Dawenkou culture period.
[Teaching method] Multimedia courseware is applied, and heuristic and problem-oriented teaching methods are adopted.
[Teaching means] Multimedia courseware
[class] 1 class
[Course Type] New Teaching
[Teaching AIDS] Atlas, multimedia related to primitive humans in China, and new archaeological discoveries.
[Instructional design]
1 Introducing the new curriculum
In the "introduction" of the textbook, the story of Fu Jiaomin cooking, casting nets for fishing and Shennong Jiaomin sowing grain is told, and then the students preview the text with questions and enter the learning state.
2. Inquiry process
(1) The teacher showed the inquiry question: If you are a person living in a primitive society, what are the inconveniences of living by "gathering" food in the wild? (Affected by seasonal changes and natural disasters, food sources are insufficient and need to be constantly migrated. ), and then leads to the problem of how to obtain a fixed food source, so that starting farming is the key to improve the living conditions of primitive humans.
(2) Students read the quotations from Baihutong in the textbook to see what conclusions can be drawn. Show pictures, let the students observe and compare the restoration maps of the dry-column houses built by the original inhabitants of Hemudu and the semi-crypt houses built by the original inhabitants of Banpo, and let the students discuss and analyze the differences between the two houses in groups.
(3) Show historical pictures: What are the agricultural economic phenomena in the agricultural achievements of Hemudu and Banpo aborigines? What are the internal relations of various factors: the relationship between production tools and output in primitive agriculture, the relationship between primitive agriculture and fishing and hunting, the relationship between primitive agriculture and aquaculture, the relationship between handmade pottery and textile, the relationship between production and life and primitive art and early writing, and the relationship between primitive pottery and textile and settled life.
(4) Using the map of the main sites in the primitive farming era in China, let the students point out the specific locations of Hemudu, Banpo and Dawenkou, and inspire them to observe and analyze the distribution of cultural sites in this era and find out the distribution characteristics.
(5) After learning about the farming production of the original inhabitants of Dawenkou, let the students read the last small word of the text, and then encourage the students to express their opinions and discuss why there are funerary objects in the late tombs of Dawenkou. How should we treat this phenomenon?
(4) consolidate the summary
1. Show topic: What kind of life did the original residents of our country live? Would you like to live in that era? Why? According to the historical pictures displayed by the teacher, students can use their imagination and choose any kind of residents to design and perform their day's life.
2. Small-scale production: See who can design an economical and practical table in the shortest time, classify the learned knowledge and clarify the division of labor in the farming economy.
(5) Recommended homework
1. Make free reading cards related to farming economy in this lesson, which can be deified legends, historical stories, poems, or small knowledge of farming.
2. Conditional students can go to the countryside to feel the pain and joy of farmers farming.
Attachment: blackboard design
First, the primitive farming in Hemudu.
1, time-7000 years ago 2. Place of residence: Hemudu residents are located in the Yangtze River basin.
3. Agriculture: Hemudu residents grow rice, and China is the first country to grow rice in the world.
Hemudu residents can build houses and dig wells.
Second, the life of Banpo aborigines.
1, time-five or six thousand years ago
2. Place of residence: Banpo residents are located in the Yellow River Basin.
3. Agriculture: Banpo residents grow millet. China is the first country to grow millet in the world.
4. Banpo residents can make painted pottery.
Third, Dawenkou residents.
1, time-4,500 years ago 2, location-Dawenkou, Shandong Province
3. Private property and polarization between the rich and the poor appeared in the later period.
Lesson 3 China's ancestors
[Teaching objectives]
1, knowledge and skills:
Through students' understanding of the basic situation of the origin of Chinese civilization in ancient legends, students' ability to collect information, quickly read historical knowledge and summarize is cultivated.
2. Emotions, attitudes and values
Through learning, we realize that our ancestors made great contributions to the evolution of human civilization, and the Yellow Emperor was the ancestor of the Chinese nation, thus inspiring students' patriotic enthusiasm and enhancing national consciousness.
Methods: Narration, cooperation and inquiry were adopted.
[Key Points and Difficulties]
Focus: Huangdi's contribution to mankind; The establishment of Xia dynasty
Difficulties: Why is the Yellow Emperor the "ancestor of mankind"? The meaning of "abdication system"
Ways to break through key and difficult points:
Ask students to list a large number of ancient legends, show the outstanding contribution of the Yellow Emperor to Chinese civilization, and reveal that "the Yellow Emperor is the ancestor of mankind".
[Teaching resources] According to the theme of this lesson, we made our own slides and several teaching wall charts.
[class] 1 class
[Course Type] New Teaching
Teacher activities, student activities
Introduce new courses:
Students, the Chinese nation is a nation that values history. We have always been called descendants of the Chinese people. Do you know who our ancestors were? Why do we call him "the father of mankind"? Ask the students to think about the questions raised by the teacher on the basis of reviewing the contents of the last class.
Teach a new lesson
First of all, the Yellow Emperor fought against Chiyou.
Show me the question:
1, what is the battle of Zhuolu?
2. How did the ancestors of China people form?
On the basis of the students' answers, the teacher makes a brief summary. The teacher showed a passage of Sun Yat-sen's words, and asked the students to read it in chorus. Part of the content was transferred to the next item.
Understand the "yellow emperor statue" and have a preliminary perceptual understanding of the "yellow emperor"
Read the small print content group in the textbook
Discuss the two sides, process and result of the battle of Zhuolu; On this basis, thinking about the formation of China ancestors.
Second, the Yellow Emperor-"the ancestor of mankind"
Observing the illustrations in the textbook Legend of the Yellow Emperor's Contribution to Chinese Civilization, he asked: "Why did later generations call the Yellow Emperor the' ancestor of mankind'?
The teacher guides the students to talk to each other and asks each group to choose a representative to answer.
Each group cooperated with each other according to the legend of Huangdi's contribution to China civilization and the text in his textbook.
Third, Yao, Shun and Yu's "abdication"
Show me the question: Can you tell the story of Yao Shunyu? What else do you know besides what is in the textbook?
Can you talk about the meaning of "abdication" according to the content of the textbook?
The teacher asked, "What kind of person can be elected as the leader of the tribal alliance?" Teacher's brief summary
Each group chooses representatives to exchange and tell each other about the materials they have collected in their daily life or literary works, so as to enhance the interest in history class.
For example, (having both ability and political integrity, leading by example, without privilege, is a public servant of society. The story of Dayu's water control).
Class summary: On the basis of students' summary, the teacher pointed out that Yanhuang had made great contributions to the evolution of Chinese civilization, so we called him "the ancestor of mankind".
Classroom detection: Extracurricular extension: What are the connections and differences between ancient legends and historical facts? Homework: Choose the most interesting example from the way you found history and tell it to your classmates.
Ask the students to sum up the gains of this lesson, and read books and take notes.
Practice on pages 1 and 16.
2, China's first slave country established time () name () thinking about the answer.
Requirements for previewing this record: carefully select, organize and memorize after class, and choose the best one you think by consulting relevant materials.
Blackboard design:
Yao, Shun and Yu
The Formation of the Chinese Nation in the Yanhuang War
Concession system
Contribution of Huangdi, the ancestor of mankind.
Xia Dynasty
surname
Lesson 4 activity class of looking for history
[Knowledge and ability]
Based on the basic characters, events, time and hints in the text of the textbook, the requirements for students to master knowledge are put forward.
[Process and method]
1. Cultivate students' ability to initially apply historical materialism viewpoints and methods from multiple angles;
2. The thinking ability, originality and sensitivity of reading, listening and memorizing materials are the cultivation of thinking quality;
3. Exercise of oral expression ability.
[Emotional attitudes and values]
1. Critically inherit the morality and spirit of ancient historical tasks;
2, understand the rise and fall of the country, personal achievements, personal success or failure.
[requirement]
1, use your head, emancipate your mind and express your opinions boldly;
2. The views are clear, the arguments are sufficient, the history and theory are combined, and they are well-founded;
3. Confrontation of different viewpoints should convince people by reasoning and pay attention to the skills of debate.
[class] 1 class
Activity category
[Methods] Discussion-centered comprehensive heuristic teaching.
[Teaching AIDS] Atlas and multimedia materials
[Teaching process]
Introduce teachers to travel in summer vacation. Some of our classmates often go out to travel, and the travel society carefully designs tourist routes for tourists. If the teacher goes out to travel, can you design an optimal travel route? So, please start!
Find and use holidays to collect information about places of interest in your hometown or residence, design a "one-day tour of places of interest in XX" and take teachers to travel.
Let's start by choosing a student from each group as a "tour guide". You can show the collected pictures, photos, recorded videos or web pages while explaining, so that teachers and all students can understand the historical sites of their hometown or residence together.
Let the students discuss how to protect the places of interest in their hometown or residence, speak freely and put forward reasonable suggestions.
Comment on the best design route of "one-day tour in hometown" or "one-day tour in X" selected by students. Finally, the teacher will judge the best route design and the best tour guide.
Lectures and evaluation courses
Unit 1 Comment on Test Questions
[Teaching purpose]
1. Analyze students' knowledge, correct mistakes, check and fill gaps, and consolidate and improve;
2, seize the common problems to comment, proceed from reality, cultivate ability.
teaching method
[Teaching Hours] 1 class hour
[Teaching type] Lecture and evaluation class
[Teaching Focus] The main production, life and situation of ancient humans in China.
[Teaching process]
1, organize teaching.
2. General comment: The main problems in this test are:
1) When doing multiple-choice questions, individual students can't judge the questions clearly;
2) When filling in the blanks, a few students write wrong words.
3) Some students have incomplete answers when answering questions.
Take remedial measures:
1) Cultivate students' habit of carefully examining questions;
2) Strengthen students' writing training;
3) Cultivate students' ability to analyze and solve problems.
3. Comments:
Analyze the test paper and explain it in the order of choice, fill in the blanks and question and answer.
In the multiple-choice questions, focus on the questions 1, 3, 8, 1 1, 15.
The focus is on 1, 4, 5 in the fill-in-the-blank questions.
(For details, please refer to the attached page-unit test questions)
4. Set aside time for students to correct and consolidate their mistakes.
5. Practice (using a microcomputer)
1) Yuanmou's discovery time _ _ _ _; Location: _ _ _ _ _ _; Status: _ _ _ _ _ _; The fundamental difference between humans and animals is _ _ _ _.
2), Peking man found time _ _ _ _ _; Location of discovery _ _ _ _; Hemudu original farming date is _ _ _ _ _ _; Place of life: _ _ _ Valley;
3) "the ancestor of mankind" is _ _ _ _ _; _ _ _ invented writing.
6. Homework: organize the test papers and consolidate the knowledge you have learned.
Unit 2 The Emergence of a Country and Social Changes (Lesson 5)
[Knowledge and ability]
Give students a brief introduction according to the basic characters, events, time and hints appearing in the text in the textbook.
Requirements for mastering knowledge; Others just need a general understanding.
[Process and method]
1. Cultivate students' ability to initially apply historical materialism viewpoints and methods from multiple angles;
2. The thinking ability, originality and sensitivity of reading, listening and memorizing materials are the cultivation of thinking quality;
3. Exercise of oral expression ability.
[Emotional attitudes and values]
1, correctly understand the origin of human history;
2, understand the rise and fall of the country, personal achievements, personal success or failure.
[Focus] The main systems and the process of their rise and fall in Xia, Shang and Zhou Dynasties in China.
[Difficulties] The role of historical figures, the people are the driving force to create history.
[class hours] 7 class hours
[Course type] New teaching and activity classes
[Methods] Comprehensive heuristic teaching.
[Teaching AIDS] Atlas, multimedia related to Xia, Shang and Zhou Dynasties in China, and new archaeological discoveries.
Lesson 5 "The Rise and Fall of Xia, Shang and Zhou Dynasties"
[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.
[degree of value]
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.
Primitive humans in China
[Difficulties] Through the comparison between slave countries and primitive society, the progressive nature of slavery is analyzed.
[class] 1 class
[Course Type] New Teaching
[Methods] Comprehensive heuristic teaching.
[Teaching AIDS] Atlas, multimedia related to Xia, Shang and Zhou Dynasties in China, and new archaeological discoveries.
[Teaching ideas]
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. "In front of the study of the relevant content of primitive society, to the end of primitive society, in 2070 BC, Yu established the first country in the history of China-Xia. Since then, slavery has been established in China. "
Step 2 learn new lessons