Teaching content: changes in social life, the eighth grade history of Beijing Normal University Edition (1) Lesson 11.
First, the guiding ideology and theoretical basis of instructional design
1. Curriculum standards
Know the historical facts of telegrams, photos and movies in China.
Understand the changes of social customs such as braiding, changing clothes and changing names since the Republic of China.
2. Instructional design concept
According to "History Curriculum Standard", through question design, scene reappearance and ingenious transition, we can give full play to students' subjectivity, stimulate students' thirst for knowledge, ignite the sparks of students' thinking, and make students actively explore in the learning process. Strive to create a democratic and relaxed classroom environment that is conducive to students' liveliness and active knowledge, provide sufficient opportunities for activities and exchanges, and help students truly understand and master basic historical knowledge and skills in the process of independent inquiry. Pay attention to students' participation and inquiry in the teaching process, so that students can experience the happiness of learning and success in active inquiry. Better reflect the learning style of autonomy, inquiry and cooperation. Establish a new relationship between teachers and students that is democratic, equal and cooperative in teaching.
Second, student background analysis
1. Analysis of teaching content. Photography, movies and telegrams are familiar to modern students. When analyzing textbooks, we should introduce the background, era, content and significance of that era.
In terms of living customs, the reasons, process and significance of cutting braids, changing clothes and changing names.
2. Analysis of learning situation
According to students' age characteristics, starting from students' interests, stimulate students' curiosity, recombine and supplement some intuitive teaching contents according to students' existing level, and design corresponding teaching methods, so that students can learn basic knowledge and skills, but also get education on processes and methods, emotions, attitudes and values.
Third, the design of learning objectives
Teaching objectives:
1. Knowledge and ability
Understand the emergence and development of photography and film in China. Understand the basic historical facts such as braiding and renaming in the early Republic of China, and analyze the reasons. And through the changes of people's clothing in the late Qing Dynasty and the early Republic of China, we can understand the changes of society.
Through the discussion and analysis of the changes in social life in the early years of the Republic of China, students can draw the conclusion that this is a change in hierarchical concepts and ideological concepts and a conclusion of social development and historical progress, thus cultivating students' analytical and inductive abilities.
Collect and summarize historical materials such as words and pictures that reflect the social changes in the early years of the Republic of China through various channels, and cultivate students' ability to collect and process historical information.
2. Process and method
Collect old photos, old clothes and pictures of vehicles such as cars and boats to deepen students' intuitive understanding; Watch the corresponding movie "The West Mirror" to deepen students' understanding of social life in the late Qing Dynasty and the early Republic of China.
Through the performance of students' appellation changes in different periods, we can know that society is constantly developing and changing.
3. Emotional attitudes and values
Make the students realize that while the western industrial civilization is transforming the material civilization of China, the cultural life and social customs of China society are also undergoing profound changes. These changes in China's social life conform to the historical trend of human social development, which is a historical progress. In order to cultivate students' concept of social progress and the revolutionary spirit of keeping pace with the times.
By comparing China's modern social life with modern social life, students can learn to use the methods of development and historical longitudinal comparison, cultivate their historical thinking ability, and establish a correct view of historical development and progress.
Teaching emphasis: To understand the changes of social life in China in the late Qing Dynasty and the early Republic of China, and to understand the appearance of photography and movies, as well as the manifestations of social life changes such as cutting hair braids, changing names and changing clothes.
Teaching difficulties: analyze the reasons for cutting hair braids and changing names, and understand the changes and development of society from the changes in clothing.
Teaching methods: plate method and comparative analysis.
Teaching tools: multimedia projectors and pictures.
Fourth, the teaching process design
Introduction: In the past few classes, when we were studying history, we were always depressed and resentful. Foreign powers invaded again and again, and the Qing government signed unequal treaties that humiliated the country. It not only ceded land and paid reparations, but also opened ports and trade, which made China lose more sovereignty. Today, let's relax and study some problems closely related to real life together.
New lesson: analyze the problem according to three sections: first, the emergence of photography and movies, second, cutting braids and changing names, and third, the change of clothing. In teaching, display the words, objects, pictures and audio-visual materials collected before class. At the same time, students are required to think about why the social life in China changed so much in the late Qing Dynasty and the early Republic of China, and to cultivate students' ability to think from the perspective of historical development. Teachers can arrange for students to collect the contents of three related chapters in advance. Discuss the following problems in teaching:
(A) the emergence of photography and film
1. When was photography introduced to China? What historical role does it have?
2. When was the film introduced to China and what was its name when it first came to China? What was the first film made by China people themselves? Briefly describe the development of China films.
(2) cut the braid and change the name.
1. Tell me about the origin of braids? In ancient China, influenced by Confucianism, men and women kept their hair without cutting it, or let it hang freely over their shoulders or tie it at the top of their hair. This national custom has gone through 4000 years, and nothing has changed much. After the Qing army entered the customs, in the second year of Shunzhi (1645), men all over the country shaved their heads and braided their hair, which was opposed by the Han people at that time, but over time, people shaved their heads and stayed. )
2. What is the content and purpose of the haircut order?
3. What is the background, content and purpose of the name change?
Changes in clothing
1. Where did this suit come from? Features? How was it introduced to China?
2. What is the reason for the change in clothing? Who created the Zhongshan suit? Can you tell me something about its characteristics?
3. How did cheongsam develop to today?
Finally, let's discuss it? What major changes have taken place in China's social life in the late Qing Dynasty and the early Republic of China, and why are there such great changes? One question is the summary of this lesson.
Fifth, the evaluation design of learning effect
Students collect information before class, and under the teacher's prompt, students evaluate whether the class can let students know the changes of social life in China at that time mainly because of the development of human civilization, the progress of China society adapting to the times, and the exchange of world cultures. Does it help students better accept the significance of reform and opening up? Do students realize the necessity of developing China's films, videos and costumes, and the importance of communicating with other countries in the world?