1. junior high school history courseware
Curriculum standards:
1, knowing the symbolic achievements such as the cultivation and popularization of "indica hybrid rice" and "863 plan".
2. Take the application of computer network technology as an example to illustrate the important role of information technology in promoting social development in China.
3. List the historical facts of the basic popularization of nine-year compulsory education and the rapid development of higher education to understand the position of education development in the strategy of "rejuvenating the country through science and education".
4. Understand the major achievements of culture, art and sports in China.
Teaching objectives:
I. Knowledge and ability:
1, can list the symbolic achievements of scientific and technological development such as the cultivation and popularization of "indica hybrid rice" and tell what the "863 Plan" is.
2. Understand the important role of information technology in promoting social development and daily life changes in China.
3. Be able to tell the historical facts of the basic popularization of nine-year compulsory education in China since the reform and opening up according to the table in Material Reading, and enhance the ability of chart analysis.
4. According to the textbook, list the main achievements of literature, art and sports, and cultivate the ability to extract effective information from materials.
Second, the process and method:
1. Collect and display some materials. Through the analysis of the materials, we realize that science, education, culture and sports have developed vigorously since the reform and opening up.
2. Use the methods of group study and students preparing lessons and giving lectures to improve the initiative of collecting and analyzing materials, stimulate the enthusiasm of learning, and cultivate the spirit of cooperation, competition awareness and certain expression ability.
Third, emotional attitudes and values:
1. Through a large number of historical facts, it is realized that since the reform and opening up, China's science, education, culture and sports have flourished and achieved remarkable results, which has enhanced its love for the party and the country and its national pride.
2. Through some data analysis, we realize that "science and technology are the primary productive forces", developing education is the foundation and guarantee of the strategy of "rejuvenating the country through science and education", and today's diligent study is to lay a good foundation for serving the motherland and benefiting mankind in the future.
3. Learn the excellent qualities of scientists who study hard and study rigorously, and learn the spirit of winning glory for the country and being brave and tenacious in sports.
Teaching methods:
Narrative, discussion, inductive analysis and enumeration.
Learning guidance method: This course guides students to understand the problems of science, education, culture and sports through reading, thinking and discussing some problems.
Teaching process:
I. Introduction:
First of all, guide students to read the introduction of this lesson and understand the science, education, culture and sports in China.
Second, the new lesson:
(A), seize the opportunity of scientific and technological revolution
From "science and technology are the primary productive forces";
1. The first generation of hybrid indica rice in China has been successfully cultivated, and the application of high-tech achievements in production practice.
2. Implement the "863 Plan"
3. Development of computer and network technology
(B), a century-long plan, education-oriented.
Guide students to read books;
Discussion: 1. Why should China implement the strategy of rejuvenating the country through science and education?
2. What is the relationship between the development of education and the strategy of rejuvenating the country through science and education?
3. What tasks does the strategy of rejuvenating the country through science and education put forward for education? How should education accomplish this task?
After the students answered, the teacher talked about the achievements of popularizing nine-year compulsory education and higher education.
(3) Literature, art and sports are in full bloom.
Students learn by themselves through teachers.
Homework: accompany you to read history, read materials and evaluate yourself.
2. Junior high school history courseware
[Contents of Curriculum Standards]
Understand Zhan Tianyou, Hou and other important figures in modern science and technology and their achievements.
[Teaching objectives]
I. Knowledge and ability
By analyzing the reasons why Zhan Tianyou and Hou emerged as outstanding scientists and experts in China, which is backward in science and technology in modern times, the students' ability to analyze historical problems was initially cultivated.
Second, the process and methods
By asking for information in groups, discussing on stage and telling stories, we can feel the outstanding contribution of scientific and technological experts, realize the important role of science and technology in rejuvenating the country and strengthening the country, accumulate common sense of scientific and technological development in modern China, and enable students to learn to cooperate with others and discuss problems together in communication.
Third, emotional attitudes and values
Through the study of this course, students can realize that Zhan Tianyou, Feng Ru, Li Siguang and Hou, outstanding scientific and technological experts in modern China, worked hard to catch up with the world's advanced scientific and technological level and gave their lives for their country. They can also realize that scientific and technological achievements come from not being superstitious about foreign authorities, being brave in challenging difficulties, and being bold in innovation on the basis of inheriting predecessors' knowledge, thus cultivating students' good qualities of loving the motherland and science.
[Key Points and Difficulties]
Focus: The scientific and technological achievements of Zhan Tianyou, Li Siguang and Hou are in the forefront of the world.
Difficulties: Zhan Tianyou, Li Siguang, Feng Ru and Hou, four scientists and experts, share the same spiritual quality in achieving the world's top scientific and technological achievements.
[class hours]
1 class hour
[Teaching method]
heuristic teaching
[Teaching process]
Introduce a new course
I. Zhan Tianyou and Beijing-Zhangjiakou Railway
Second, Feng Ru and aircraft manufacturing
Third, Li Siguang and geomechanics
Fourth, Hou and "Hou Shi Soda Process"
[Abstract]
Ask the students to discuss: What are the main reasons why four China modern science and technology experts have made great achievements?
Guide students to form a common understanding of them, understand the necessary conditions for becoming outstanding scientific and technological talents, inherit and carry forward their spirit of striving for strength and courage to explore and innovate, and their feat of loving the motherland and striving to win glory for the country.
[homework]
Instruct students to finish exercises after class.
3. Junior high school history courseware
First, the current situation of this course:
I'm talking about the content of the class-lesson 15 "Hantong Western Regions and the Silk Road". The content of the textbook mainly includes three parts: 1, Zhang Qian's mission to the western regions 2, the Silk Road 3, and Ban Chao's governance of the western regions (self-study content).
The foreign exchanges in the Han Dynasty fully reflected the exchange and infiltration between Chinese and Western civilizations, and the Silk Road was an important channel for the spread of ancient civilizations in China, so this course played an important role in ancient China.
According to the concept of the new curriculum reform and the needs of learning, I have made some adjustments and expansions to the content. Take the Silk Road as the main thread of this lesson, increase the discussion on the change and decline of the Silk Road, and take history as a mirror to explore the enlightenment to today. These are the ultimate goals of our history teaching, so that students can be influenced by history in the process of learning and serve the reality.
Second, the student situation analysis:
Today, with the rapid development of the Internet, students are already able to use the Internet, are more interested in new things, and also pay attention to some social hot issues. However, the knowledge accumulation of junior one students is still relatively small, and the concept of historical geography is still vague.
Third, the goal of this class:
According to the above situation and the requirements of curriculum standards, I have set the following goals for this class.
1. Knowledge objective: the purpose and result of Zhang Qian's mission to the western regions, the route and significance of the Silk Road, the reasons and enlightenment of its decline.
2, ability goal:
(1) Through online self-study, learn the methods of finding and collecting information and the skills of using modern information technology to serve learning. Through inquiry cooperative learning, learn to communicate and enhance the awareness of cooperation with others.
(2) Develop a sense of historical space and practical ability by drawing a road map of the Silk Road.
(3) By exploring the reasons for the decline of the Silk Road, we can communicate the enlightenment of the Silk Road to today and cultivate the ability of inquiry and the ability to rise from perceptual knowledge to rational knowledge.
3, emotional goals:
(1) Through the study of this course, we realize the important position and contribution of ethnic minorities and frontiers in the economic and cultural development of the motherland, and thus realize the significance of developing frontiers.
(2) Learn from the tenacious spirit of Zhang Qian and others who serve the motherland and dare to take risks and explore, and enhance their patriotism and pioneering spirit.
(3) By discussing the reasons for the decline of the Silk Road and comparing the past with the present, we can learn historical lessons and nutrition from it, take history as a mirror, and strengthen our awareness of environmental protection and understanding of some principles and policies of the motherland (such as the development of the western region and reform and opening up).
Fourth, the focus of this lesson:
There are two key points in this lesson: 1 and Zhang Qian's mission to the western regions. Zhang Qian's mission to the Western Regions is one of the most important events in Han Dynasty's foreign exchanges, which is a precedent. So it has an important position.
The second focus of this lesson is the Silk Road. The Silk Road is the main line of this lesson, which occupies an important position in ancient China, so it is also the focus of this lesson, with the formation, significance and decline of the Silk Road as the focus.
Verb (abbreviation for verb) Difficulties in this lesson:
Because of the age characteristics of junior one students and the limitation of knowledge accumulation, it is difficult to understand rational knowledge, so the difficulty of this lesson is how to understand the significance of the Silk Road and its enlightenment to today through a series of historical facts.
Sixth, the design of teaching methods:
According to the requirements and ideas of the new curriculum reform, I designed this course as a network inquiry course.
Among them, I specially designed two links: evaluation, work and communication.
How to evaluate effectively plays a vital role in stimulating students' interest and improving learning effect. Through students' independent evaluation, on the one hand, students can be more clear about the tasks to be completed in this class, and at the same time, it is more conducive to encouraging students and testing the teaching effect.
4. Junior high school history courseware
Teaching objectives
Through the study of this lesson, students can get a brief understanding of the Dutch colonists' occupation of China's territory Taiwan Province Province and Russia's occupation of China's Heilongjiang River Basin. Grasp the historical facts such as Zheng Chenggong's recovery of Taiwan Province Province, the establishment of the Taiwan Province government by the Qing government, the Sino-Japanese War of 1894-1895, and the signing of the Treaty of Nebuchadnezzar Chu between China and Russia. To lay a foundation for students to further understand the consolidation of China's unified multi-ethnic country.
By guiding students to recall and sort out what they have learned about Taiwan Province Province and Heilongjiang River Basin, we can cultivate students' ability to summarize and synthesize historical issues vertically.
Through this lesson, learn the contents of Zheng Chenggong's struggle to recover Taiwan Province Province and the Qing government against Russian aggression, so that students can realize that these struggles are just struggles to safeguard China's national sovereignty and national interests; The people of all ethnic groups in China have a glorious tradition of foreign aggression in loyal opposition; Zheng Chenggong is a national hero in the history of China. So as to inspire students to inherit the patriotic tradition of national heroes and cultivate the heroic struggle spirit of defending national territorial sovereignty and national interests.
Textbook analysis
The focus of this lesson is Zheng Chenggong's recovery of Taiwan Province Province.
The Battle of jaxa and the signing of the Treaty of Nebuchadnezzar between China and Russia are another focus of this lesson. The Battle of jaxa is a just self-defense war waged by Russian soldiers and civilians in China to safeguard territorial sovereignty under the situation that Russia invaded the Heilongjiang River Basin in China and carried out crazy territorial expansion. The victory of the war shattered Russia's attempt to continue annexing our territory and forced it to sign the Treaty of Nebuchadnezzar with China on the basis of equal consultation through negotiations. This treaty legally affirmed that the vast areas south of the Outer Xing 'an Mountains, Heilongjiang and Wusuli River basins, including Sakhalin Island, are the territory of China.
The Sino-Russian Treaty of Nebuchadnezzar Chu is not only the focus of this course, but also the difficulty of this course. First, it is difficult for students to grasp the specific boundaries of the eastern border between China and Russia. Second, it is difficult to understand the relationship between concessions to China (as shown in Nebuchadnezzar Chu) and equal consultation.
teaching process
Introduction: Think about what you have learned. Why do you say "Taiwan Province Province has been an inalienable part of China territory since ancient times?"
As early as the Three Kingdoms period, Sun Quan sent general Wei Wen and other officers and men to Yizhou (now Taiwan Province Province) by boat.
The Yuan government established the Penghu Inspection Department to strengthen the jurisdiction over Ryukyu (now Taiwan Province Province).
In the late Ming and early Qing Dynasties, Zheng Chenggong recovered Taiwan Province Province.
The Qing Dynasty established a Taiwan Province government to administer Taiwan Province Province.
First, Zheng Chenggong recovered Taiwan Province Province.
1, Dutch colonists occupied Taiwan Province province (1624).
2. Zheng successfully recovered Taiwan Province Province (1662).
Taiwan Province Province has been the territory of China since ancient times. 1624, Dutch colonists invaded Taiwan Province province and gradually occupied the whole island of Taiwan Province province. 166 1 year, Zheng Chenggong's fleet arrived in Taiwan Province and defeated the Dutch colonists with the support of the local people. At the beginning of the second year, the Dutch colonists signed and surrendered, and Taiwan Province Province returned to the embrace of the motherland. Zheng Chenggong's struggle to recover Taiwan Province Province has a prominent position in our people's struggle against foreign aggression.
3. The government of Taiwan Province was established in the Qing Dynasty (1684).
Second, the battle of jaxa
1, Russia occupied jaxa and Nebuchadnezzar.
2. Battle of 2.jaxa
3. Sino-Russian Nebuchadnezzar Chu Treaty (1689)
(1) The Treaty of Nebuchadnezzar Chu is the first border treaty signed by China and Russia on the basis of equal consultation.
(2) Significance: It is legally affirmed that the vast areas of Heilongjiang and Wusuli River basins, including Sakhalin Island, are the territory of China.
During the period of 1689, representatives of China and Russia negotiated on an equal footing and demarcated the eastern border between China and Russia. Russia agreed to withdraw its troops that invaded jaxa, and the Qing Dynasty agreed to cede Nebuchadnezzar Chu, who belonged to China, to Russia. In the process of preparing for the negotiations, Emperor Kangxi instructed the representative of China to insist on recovering all Russian-occupied China territories, including Nebuchadnezzar Chu, and said: "Nebuchadnezzar Chu, jaxa, the upper and lower reaches of Heilongjiang and a river and stream leading to this river are all places where I belong and must not be abandoned in eros." (A Record of the Holy Father of Qing Dynasty) Due to the serious threat from galdan in Mongolia at that time, Emperor Kangxi hoped to conclude a peace treaty with Russia quickly and indicated that Nebuchadnezzar Chu could be ceded to Russia. The victory of the Qing army in the battle of jaxa forced the Russian government to agree to solve the border issue between the two countries through negotiations. This does not mean that the Treaty of Nebuchadnezzar Chu is an unequal treaty imposed on Russia by China by force. Because, first, it was signed by China after equal consultation between the two sides; Second, there was no threat from China's military forces at the gates of Nebuchadnezzar occupied by Russia at that time. Third, the contents of the treaty basically reflect the opinions of the two governments and are in the interests of both sides.
Analysis: The Battle of jaxa is a just self-defense war waged by Russian soldiers and civilians to safeguard territorial sovereignty under the situation that Russia invaded the Heilongjiang River Basin in China and carried out crazy territorial expansion. The victory of the war shattered Russia's attempt to continue annexing our territory and forced it to sign the Treaty of Nebuchadnezzar with China on the basis of equal consultation through negotiations. This treaty legally affirmed that the vast areas south of the Outer Xing 'an Mountains, Heilongjiang and Wusuli River basins, including Sakhalin Island, are the territory of China.
Third, the class summary (omitted)
Fourth, homework after class
5. Junior high school history courseware
Teaching objectives
1. Knowledge Objective: Through the study of this course, students can understand and master the following basic knowledge: the formation of the Persian Empire and the Persian War; Alexander the Great's Crusade to the East and the Establishment of the Empire; The expansion of Roman Empire and the spread of culture.
2. Ability training: Through the process of "combining the map of the contemporary world to find out which major countries are included in the map of Alexandria and Rome today", cultivate students' ability to use maps to assist in learning history; By comparing the similarities and differences between the Greek-Persian War, the Alexander Crusade and the expansion of the Roman Empire, students' ability to comprehensively analyze historical issues is cultivated; Through the analysis of the relationship between the expansion of the Roman Empire and cultural exchanges, students' ability to comprehensively and dialectically view the influence of war is cultivated.
3. Ideological and moral education: Through the study of this lesson, let students understand that war has never stayed in human life for a long time, and war is closely related to culture. Generally speaking, war is very destructive and will bring heavy disasters to people. But it also has a positive effect: after a fierce war, it is often followed by the spread and infiltration of culture. So as to enhance students' desire to oppose all unjust wars and actively safeguard human peace, and make a more objective value judgment on the consequences of war.
Emphasis and difficulty of this lesson
This lesson mainly introduces three great wars in the ancient world from the 6th century BC to the 2nd century AD.
Teaching emphasis: "Alexander the Great's eastward expedition" and "Roman Empire's expansion and cultural dissemination".
Teaching Difficulties: How to Dialectically Understand the Influence of Roman Empire Expansion?
Teach a new lesson
Let students learn to read the lead-in box. Ask the students, there is an important sports competition in modern times, which originated from Persian War. What is this? The student's answer is that after the marathon, please tell a student about its origin, stimulate students' interest in learning this lesson, and be infected by patriotic feelings at the same time. At the same time, let students know the impact of the collision and conflict between eastern and western civilizations on the ancient world from two aspects.
I. The Greek-Persian War
In the 6th century BC, the ancient Iranians formed the Persian Empire centered on Persians. The Persian empire frequently went out to expand. At the beginning of the 5th century, the Persian Empire pointed its finger at Europe and went to Greece for three times, which is known as the Greek-Persian War. Finally, Greece won. Tell the stories of three Persian wars briefly, and let the students tell their familiar heroic stories in the three Persian wars.
Second, Alexander's Crusades
Instruct students to read textbooks to understand the strength of Macedonia, Alexander the Great's crusade to the East and the great empire established across Europe, Asia and Africa. Look at the bronze statue of Alexander, let students feel the symbolic meaning of the bronze statue itself, so as to deepen their impression; Show the map of the territory of Alexandria to help students remember the general scope of the territory of Alexandria. (The Battle of Isus was the decisive battle of Alexander's eastward invasion, so it should be supplemented appropriately. ) I discussed the influence of Alexander's eastward invasion with my classmates, and got the following understanding: from the map of the empire, Alexander's empire almost included the main civilizations of mankind at that time-Persian civilization, Egyptian civilization, Indian civilization, and even opened up the traffic of the whole Eurasia. Therefore, with the process of eastward invasion, it is objectively a process in which Greek culture spreads to the east and eastern culture penetrates into Greek culture. It is in this process that eastern and western cultures exchange and develop. Alexander of Egypt is mentioned in the textbook, and the teacher can further supplement it. At this time, Alexandria has become a cosmopolitan city of world culture, and scholars and artists from the whole Mediterranean region have come here to compete for each other and show their talents.
Third, the expansion of the Roman Empire and cultural exchanges.
Show the expansion of Rome, so that students can understand the four borders of the Roman Empire in the 2nd century-Britain in the north, the Rhine and Danube basins in the east, Egypt, northern Sudan and the Mediterranean coast of North Africa in the south, and the Atlantic Ocean in the west. Its territory greatly exceeds that of the Persian Empire and the Alexander Empire. Due to the cessation of the war and the strengthening of the ruling policy, during the first 200 years of the Roman Empire, the domestic situation was stable and the economy was prosperous. This is the "golden age" in the history of the Roman Empire. As for prosperity, let the students read the contents of the textbook. Recall the "Silk Road" in China's ancient history and the knowledge about the exchange between Han Dynasty and Daqin, so as to strengthen the connection between Chinese and foreign history.
There are two ancient Roman proverbs in English and Chinese in the book, which are actually valuable heritages of Roman culture, and are very beneficial to strengthen the connection between history and English and stimulate students' interest in learning history. Teachers can ask students, "How do you understand these two proverbs?" Students can freely and fully express their views on the understanding of these two proverbs. As long as they are well-founded and self-evident, teachers should affirm them. On this basis, teachers and students can form the following understandings: "Being in Rome, being a Roman" reflects people's proud mentality as a Roman at that time; "All roads lead to Rome" embodies the vast territory and prosperity of the former Roman Empire, and so on.
How to understand the influence of Roman empire expansion is a difficult point in teaching. There is a general statement in the textbook: "On the one hand, the conquest and rule of the Roman Empire are full of violence, on the other hand, Roman culture has penetrated into the vast areas it ruled." This is what students must know and understand. In this regard, the teacher asked the students to discuss the freedom of learning influenced by Alexander's eastward invasion, and formed the following understanding: war is full of violence, and at the same time, it objectively spreads culture, which are two basic aspects of the influence of war. As the textbook summarizes in the lead box: "In the ancient world, there were contradictions and collisions between powerful countries and weak countries, and between different civilizations. This process is accompanied by violence, slavery and oppression, but objectively it also leads to the exchange and integration of different cultures. " The spread of Roman culture mainly has the following two aspects: one is the continuous spread of Latin, and the other is its birth and development. Latin alphabet is the most common alphabet in the world and one of the three most influential religions in the world.