The seventh-grade history teacher should understand the history of the formation of the Chinese nation and cultivate reverence for the humanistic ancestors of the Chinese nation. Understand the fine conduct of ancient residents represented by Yu, and inherit and carry forward the fine traditions of the Chinese nation. The following are the lesson plans of ancient humans in grade seven that I compiled, hoping to provide you with reference.

The seventh grade ancient human teaching plan "Model Wen Yi".

Curriculum standards know the legends of Yandi Huangdi and Yao Shunyu, and understand the difference between legends and historical facts.

Teaching objectives

Memory and understanding: remember the important figures in ancient legends, and remember the predecessors and ancestors of the Han nationality. Understand the essence of the legend about the relationship between Yan Di and the Yellow Emperor and the origin of agriculture, and understand the meaning and essence of "abdication".

Ability and Methods: Cultivate the ability to extract useful information from legends and help students master the basic methods of confirming history with legends.

Emotion, attitude and values: understand the history of the formation of the Chinese nation and cultivate reverence for the ancestors of Chinese human beings. Understand the fine conduct of ancient residents represented by Yu, inherit and carry forward the fine traditions of the Chinese nation, experience the hardships of Yu's water control, understand his achievements and appreciate the value of life.

Teaching emphasis and difficulty: the legend of agricultural origin and the formation of Chinese nation. The legend of Yu's water control.

Difficulties: the composition and nature of tribes and tribal alliances. The meaning and essence of "abdication"

Prepare before class. Collect legends and stories about Huangdi, Yan Di, Chiyou and Dayu.

Teaching step

On Teachers' Activities and Students' Activities

First, the introduction of new courses.

History pays attention to truth and reliability, and legends are inevitably exaggerated and fictional. However, many legends vividly reflect the history of mankind and contain extremely valuable contents.

Last class, we learned about primitive farming culture from archaeological evidence. In this lesson, we will learn about farming culture through legends. See what useful historical information about ancient farming culture is contained in those long-standing legends?

Listen and pay attention.

Create suspense and stimulate interest.

Second, the legend of Yan Di and the Yellow Emperor

China people claim to be descendants of the Chinese people. Do you know how they came from?

Explain the meanings and legends of "inflammation" and "yellow" (or take students as an example)

Sort out the origin of the Chinese nation:

What important information about farming culture have you learned from it?

On the Sacrifice of Yan Huang, the ancestor of China (the words on the two tablets)

Mobilize interest in participation

Listen or speak for yourself.

Clear and easy to master.

Students express their opinions.

Third, the legend of abdication

In short: Long after the Yellow Emperor, Yao and Shun gave way. Ask students to sum up the commonalities of their processes.

And draw a conclusion. Let the students briefly talk about how to treat the "abdication system".

Listen, read and summarize.

Fourth, the legend of water control

After Shun's death, Yu became the leader of the tribal alliance. It must be his outstanding ability and political integrity and high prestige. Why do you see it? Let's learn about the legend of Yu's water control.

Ask the students to tell the legend of Dayu's water control. Then, why is Yu Can successful in water control? So to sum up: Yu succeeded in controlling water and established a high prestige.

Handle reading and speaking in the auxiliary column.

Transition and import.

Students behave well, provide them with a platform for performance and gain a sense of success.

Fifth, emotional sublimation.

What can we learn from them?

These are the traditional virtues of our Chinese nation, and we should carry them forward.

Students are free to express their views.

Sixth, expand learning.

P 16 learning activities let students tell other legends. Name the legends and point out what historical phenomena they reflect or what important information they provide.

Students speak.

In the seventh grade, there is an ancient human lesson plan, Fan Wener.

Teaching objectives

Knowledge and ability

1. Remember the main characters in ancient legends and the ancestors of the Han nationality.

2. Understand the essence of Yan Di, the Yellow Emperor and the legend of agricultural origin.

3. Understand the meaning and essence of abdication.

4. Cultivate the ability to extract useful information from legends, and initially master the method of confirming historical facts with legends.

Emotions, attitudes and values

1. Cultivate students' feelings of learning and loving history.

2. Understand the history of the formation of the Chinese nation and cultivate reverence for the ancestors of the Chinese nation.

3. Experience the fine conduct of ancient residents represented by Yu, cultivate the confidence and determination to inherit and carry forward the fine traditions of the Chinese nation, and further establish a scientific outlook on life.

Teaching focus

1. the legend of agricultural origin and the formation of the Chinese nation

2. Yu's way to control water and his valuable character.

3. The meaning and essence of abdication

Teaching difficulties

1. The composition and nature of tribes and tribal alliances, and the war and integration between them.

2. The meaning and essence of abdication

Teacher preparation

The wall chart of Yanhuang portrait, its tomb introduction courseware, pictures of memorial activities, slides of water control, and arrangements for students to collect legends of China calendar.

Student preparation

Understand and collect ancient legends of China.

teaching process

first kind

First, introduce questions.

1. Students should know that China is a multi-ethnic country. Do you know how many ethnic groups there are in China?

2. Be sure to supplement the students' answers. Among the 56 ethnic groups, the Han nationality has the largest population, accounting for more than 90%. Do you know the origin of the Han nationality?

3. According to the students' performance, introduce the content: briefly introduce the origin of the Han nationality (focus on several changes: the predecessor of the Han nationality is Huaxia nationality, which was developed by the combination of Yanhuang tribe. Tell the students that in the process of historical development and human evolution, the Chinese nation has been continuously integrated with neighboring nationalities and gradually developed and expanded, forming today's national situation. Therefore, the emergence of Han nationality and other ethnic minorities is by no means accidental.

Second, the struggle and integration of the people of China.

1. Just now, we will learn the origin of the Han nationality. Let's take a concrete look at how the tribes of that period gradually merged into the Han nationality today. As we all know, in ancient times, human beings lived in groups based on tribes. Due to the needs of survival and other aspects, tribes formed alliances, and a person with both ability and political integrity was elected as the leader of the alliance. About 4,000 years ago, two tribal leaders appeared in the Yellow River valley of China, Yan Di and Huang Di.

Actively let students think about whether Yandi and Huangdi were ancient emperors. )

2. Q: Yan Di and Huangdi were not ancient emperors. As for the reason, we will gradually understand it in the future study. (Stimulate students' interest in learning)

3. Show the wall chart of Yandi and Huangdi, saying: These two are Yandi and Huangdi, and they are our common ancestors. Why do you say that? Because they led the tribes in the Yellow River valley respectively, from the initial struggle to the later union, and then to the continuous integration. Eventually it became the predecessor of the Han nationality (Huaxia nationality). Throughout the ages, many Chinese sons and daughters have paid homage to their ancestors in various forms.

4. Play the courseware and tell: This is a mausoleum built in memory of them. Yanling is in Hunan and Huangling is in Shaanxi. Every year in Tomb-Sweeping Day or other major festivals, China people from all over the world come back to pay homage to our ancestors.

5. Play the documentary about the commemorative activities in Shaanxi and introduce it to the students.

6. Doubt: What the students saw was the grand sacrificial ceremony held in Shaanxi this year. Then, the teacher asked you a question: Why do people miss the distant Yandi and Huangdi so devoutly? What contribution did they make? Please read the text carefully and see how it is introduced in the textbook.

7. Encourage students to report their reading gains, and provide supplementary guidance in time, so that students can understand the lofty position of Chinese descendants in the hearts of Chinese descendants.

Reporting reading gains: A. Yan Di: improved farm tools and invented medicine, the founder of primitive agriculture and medicine in China, known as Shennong in history; Invent pottery and open up the market. B. the yellow emperor: creating calendars to guide people's production; Invent tools for processing grains and cooking food; Also invented vehicles and boats, bronzes and so on. C. They are all excellent tribal leaders and are deeply loved by people.

Third, organize discussions.

A. The contribution of Emperor Yan and Huangdi, their spirit, the spiritual wealth they left to future generations, and their position in the hearts of Chinese children should also include learning experience. (teacher)

B fully discuss with your classmates to combine what you have learned today with what you have learned in your life, and actively express your own views and experiences, so that you can be influenced by traditional morality and emotionally educated in the process of learning knowledge and understanding legends.

Second lesson

First, explain the legends and introduce new courses.

1. Stimulation mode: Legends such as Pangu Tiankai and Goddess of Mending Heaven aroused students' interest, led to the legend of Dayu's water control, and told students that early humans almost lived in the great rivers and rivers, paving the way for floods and providing a basis for the legend of Dayu's water control.

2. Doubt: Why does Dayu control water instead of others? Does Dayu have any special abilities? This is what we are going to learn in this class.

Second, Dayu's flood control and "abdication system"

1. Show the head of Dayu, and explain the process of Dayu's water control and its related knowledge, including the method of water control, the time spent and the spirit of going into the house.

2. Doubt: Students don't know yet, do they? Dayu's water control is an opportunity for her to exercise. What should she exercise? The ability to do things. At that time, tribal leaders were democratically elected by everyone. This method of selecting and producing leaders is called abdication. This system probably arose many years after the Yellow Emperor, first Yao became the leader, then Shun, and then Yu.

Three. Summary of discussion

1. Introduction: Legend is a legend after all, because it cannot be verified. It was handed down orally by people, but it also reflected people's production, life and ideological understanding at that time, and reflected the good wishes of mankind at that time. However, due to the limited cognitive level, most of the legends in the world are theological, that is, people are deified. Nevertheless, legends still have some value that we should learn and understand. Like the legend of Dayu's water control, his wisdom, his perseverance and his spirit of not giving up until the goal is reached are all good materials for us to learn, so now that you know the story of Dayu, you can boldly express your views and opinions.

I understand that legends have advantages and disadvantages, but there are still many places worth learning, and it is also important to use legends.

2. Patrol, listen and integrate into students' discussion activities.

3. Summarize this lesson and assign homework.

blackboard-writing design

Model text three, seven grades ancient human teaching plan.

1 class hour

learning target

1. Remember the important figures in ancient legends, the predecessors of the Han nationality and the ancestors of China humanities. Understand the connection and difference between legends and historical facts, and understand the meaning and essence of abdication.

2. Cultivate the ability to extract useful information from legends and help students master the basic methods of correcting history with legends.

3. Understand the history of the formation of the Chinese nation and cultivate reverence for the ancestors of Chinese people. Understand the fine conduct of ancient residents represented by Yu, and inherit and carry forward the fine traditions of the Chinese nation. Experience the hardships of Dayu's water control, understand his achievements and appreciate the value of life.

Important and difficult

1. The formation of the Yellow Emperor and the Chinese nation and the legend of Yu's water control.

2. The difference and connection between legends and historical facts, the composition and essence of tribes and tribal alliances, and the meaning and essence of abdication.

Learning method guidance

Preview independently, dare to express, learn to listen and discuss cooperatively.

Methodological guidance in the process of learning guidance

Independent research, basic clearance

First, independent testing:

. 1. In ancient times, there were many tribes on our land. According to legend, two tribes headed by _ _ and _ _ in the Yellow River Basin are very famous. In the East, tribes headed by _ _ _ are very powerful.

2. After _ _ defeated _ _ _, the two tribes formed an alliance, lived and multiplied in the Yellow River valley, and constantly merged with neighboring tribes, forming the backbone of the later _ _ _ tribe.

3. The ancestors worshipped by Chinese people are _ _ _ and _ _.

4. Long after the Yellow Emperor, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Among them, in the process of water control, "Three"

Second, my doubts:

Cooperate and explore, dispel doubts and doubts

1. What important information does the ancient legend of China provide for us to understand the history of primitive farming times?

2. What is the essence of meditation?

3. What does the story of Dayu's flood control give us?

Test the feedback and apply what you have learned.

1.) The basis of abdication system is ()

A. Property B. Force C. Virtue D. Family background

A tour group from Taiwan Province Province will come to the mainland to pay homage to the cultural ancestor of the Chinese nation. They should go ().

A. Huangdi mausoleum B. Dayu tomb C. Qin Shihuang mausoleum D. Sun Yat-sen mausoleum

3, in the following, has nothing to do with yan emperor is ().

A. be a thunder and teach people to cultivate themselves. B. Taste herbs and look for medicines. Create a calendar. Invent pottery.

4. "Five thousand years after the founding of the People's Republic of China, the Chinese Xuanyuan has been circulated since ancient times. Create a guide car to calm down the chaos of Chiyou. World civilization, only me first. " This poem by Dr. Sun Yat-sen praised ()

A. Nuwa Huangdi Yu

5. Today, the predecessor of Han nationality is ()

A. Chiyou tribe B. Huaxia tribe C. Xiongnu tribe D. Dongyi tribe

6. According to the "abdication system", the selection of tribal alliance leaders at the end of primitive society was made by ()

A. Appointment of former tribal leaders B. Selection of tribal leaders

C. all tribal members vote. D. respectable people running for public office

7. The legendary primitive tribal alliance leaders appear in the order of ().

① Shun ② Yao ③ Yu ④ Huangdi

A.①②③④B.②③①④C.④②①③D.③④①②

8 Read the following materials and answer the questions correctly:

The trip to the avenue is also for the public, choosing talents and talents, and honesty. An old friend is not only a relative, but also an only child, so as to achieve a proper old age, be useful to the young, and be widowed, lonely and disabled. _ _ _ _ Book of Rites? Liyun tablets

(1) What social period is this material in The Book of Rites about?

(2) What does it mean to "serve the public and select talents and abilities"? What is the history of this method?

(3) Give an example to illustrate how to "choose talents and appoint people" at that time.

(4) What qualities do "xian" and "neng" specifically refer to?

Summarizing and refining, knowledge sublimation

1, learning gains

2. Problems needing attention: How to extract useful information from the vast amount of historical materials, and let students experience and understand and gradually master the methods in teaching.

After-school training, consolidate and expand

Teaching material p 16 learning evaluation

Reflection after class, since the enlightenment self-excited.

Consciously preview and finish independently.

Be sure to write down any doubts.

After the group discussion, make a presentation in groups according to the teacher's requirements. (You can choose one or three groups and present their learning results in front of the blackboard. Team 246, prepare for evaluation. Students who do not participate in the exhibition should listen carefully or observe the exhibition carefully, and be ready to supplement or correct it at any time. 2. After the exhibition, evaluate each other (students can evaluate each other, groups can evaluate each other, and teachers and students can also evaluate together. )

Independent, teacher comments.