First of all, talk about textbooks.

"Renaissance and Religious Reform" is the sixth lesson in Unit 2 of Compulsory 3 of High School History published by People's Education Press. The content of this lesson is divided into three parts, namely, the germination of capitalism, the Renaissance and the Reformation in Italy. The study of this lesson is based on the lesson "The Origin of Western Humanism" and also paves the way for the next lesson "Enlightenment". Therefore, this lesson plays a connecting role in the second unit, which is the key to deeply study and understand the connotation and development of western humanism. These two movements have far-reaching influence, which has affected the political and cultural life in Europe and America to a considerable extent, so the content of this lesson is very important.

Second, talk about learning.

Learning situation is one of the foundations of designing teaching methods. After one year's study, senior two students have a certain ability to understand, analyze, summarize and compare historical things, and at the same time have a certain degree of consciousness, independence and creativity. Therefore, in addition to strengthening these abilities, it is more important to cultivate students' abilities of autonomous learning, cooperative learning and inquiry learning.

Third, talk about teaching objectives.

Knowledge and ability goals

1. Understand the basic knowledge of the Renaissance and the Reformation, and the names and main works of "Three Masters of Literature" and "Three Masters of Art".

2. Understand the background and nature of the Renaissance and the Reformation.

Process and method objectives

1. Refine ideas by appreciating pictures and cultivate students' ability to analyze problems.

2. Through comparative analysis and classroom discussion, improve students' thinking ability and ability to evaluate historical figures.

Emotional attitudes and values goals

Improve students' interest in learning and aesthetic taste by appreciating the works of comparative Renaissance; Through the narration of Martin Luther's deeds, we can understand his spiritual character of daring to innovate and not fearing power.

Fourth, the difficulties in teaching

focus

The works and thoughts of the main figures in the Renaissance and the Reformation, and the reasons for the rise of the Renaissance and the Reformation.

difficulty

Understand the essence of the Renaissance and the humanistic connotation during the Renaissance and the Reformation.

Verb (abbreviation for verb) talks about teaching methods.

Situational Teaching Method, Question Teaching Method and discussion method

Sixth, talk about the teaching process.

Link 1: Introducing a new lesson

I introduce this lesson by playing pictures.

Show pictures: The Virgin on the throne in the middle ages and/kloc-The Virgin on the Grass by Raphael in Italy in the 6th century. Ask the students to compare and analyze these two pictures from the perspectives of character expression, background and picture style, and find out the differences. Then I summarized and supplemented the students' answers and pointed out that what changed was "the liberation of human nature". Then ask: what caused this change? What influence did the liberation of human nature bring to the society at that time? With these problems, we enter the second step of the teaching process, new class teaching.

The design intention is to introduce new lessons through comparative analysis of pictures to stimulate students' interest and enthusiasm in learning. Through the comparison and appreciation of two portraits of the Virgin Mary with different painting styles, students initially felt the charm of humanism, thus successfully entering the first teaching of this class.

Link 2: New Curriculum Teaching

In the new course teaching, I have made full use of the characteristics of this course involving historical figures and many achievements. In order to stimulate students' interest and increase students' participation, I use a large number of pictures to assist teaching, and play relevant videos in time to deepen the understanding of the course content, entertain and educate, and improve classroom efficiency.

(A) the seeds of Italian capitalism

I will play 1-2 minutes of Italian propaganda film with multimedia courseware, so that students can feel the charm of the ancient capital of Italian civilization and the prosperity of Venice and Florence. Then tell the students that Italy became the breeding ground of European capitalism as early as 14 century, and guide the students to answer "Why did Italy produce capitalism first?" I will prompt this question from the aspects of economy, politics and geographical location, so that students can sum up their views.

The germination of capitalism will inevitably bring a lot of influence to society. I will introduce the darkness of the Middle Ages to students by narrative method, and let them discover the contradiction between the emerging bourgeoisie and religious theology and their resistance to safeguard their own interests-the Renaissance is about to begin.

This brings us to the second item, Renaissance teaching.

(2) Renaissance

1. Renaissance background

The middle school students who studied for the first purpose already knew about the political and economic environment in Italy at that time. Therefore, for this purpose, we focus on analyzing the reasons for the Renaissance from a cultural perspective. I will let the students read the second paragraph on page P27 independently, and remind them by showing maps of Italy and pictures of ancient Greek and Roman culture. Ask the students to discuss in groups and summarize the background of Renaissance. I will summarize it on the blackboard.

The design intention is to adopt the way of group discussion, which will help students to understand a historical phenomenon more comprehensively, exchange ideas with each other, and exercise their ability of autonomous learning and cooperative learning.

2. "The content of the Renaissance"

For this part, I will use tabular induction to teach. After reading and understanding the textbook, ask the students to complete a form, pointing out that they should focus on mastering the "three outstanding writers in literature" and understanding the "three outstanding writers in art".

As far as the content of Renaissance is concerned, understanding and grasping the spirit of humanism is the key and difficult point of this course. Because of the abstraction of humanistic spirit, it is difficult for students to understand its connotation. Therefore, I will introduce and analyze the Divine Comedy, decameron and songji in detail through playing and explaining, so that students can fully feel the thoughts and feelings of criticizing church corruption and advocating the pursuit of freedom, happiness and material enjoyment contained in the works. On this basis, let the students complete the form again and summarize the connotation of humanistic spirit.

Design intention can make the learning content concise in the form of table, and let students understand and master the learning points more intuitively. In this process, students' ability to comprehensively summarize opinions can also be cultivated.

After the students had a comprehensive understanding of Beijing and the contents of the Renaissance, the teacher asked the students, "What are the class attributes and views of Renaissance advocates?" By answering this question, students can see the essence through the phenomenon, and finally come to the conclusion that "Renaissance is an ideological emancipation movement that reflects the requirements of the emerging bourgeoisie in Europe", thus solving the teaching difficulty of "the essence of Renaissance".

3. The influence of the Renaissance

The teacher asked the students to review what they had learned before and think about the influence of the Renaissance in combination with the information presented in PPT courseware. Teachers give timely tips from the aspects of economy, ideology, culture and politics. Finally, the students answer the teacher's blackboard independently.

(3) Religious Reform

Teachers use the window of learning and thinking: "Talk about the attitude of Renaissance thinkers to religion" to let students introduce the teaching of the third Reformation.

The answer to the question of design intention shows that the thinkers in the Renaissance took a conciliatory attitude towards religion, which reflected the compromise, thus laying the groundwork for the outbreak of the religious reform in Germany in the16th century.

1. Reasons for the outbreak of the Reformation

Through the study of the Renaissance, students have acquired the ability to analyze the background. Therefore, I ask students to tell the reasons for the outbreak of the religious reform according to the content of the textbook and the materials supplemented by the teacher, and guide students to distinguish that "the church sells atonement vouchers" is only the fuse, not the fundamental reason.

Ninety-five theses contains the main viewpoints of Martin Luther and is also the main content of the religious reform. Therefore, I will let students know about The Ninety-Five Theses through knowledge expansion, let students think about the significance of important items, and summarize Martin Luther's main viewpoints such as "Justification by Faith". I will use Martin Luther's point of view on the outline blackboard to clearly show the contents of the religious reform, which is convenient for students to remember.

2. The expansion of the Reformation

According to the requirements of curriculum standards, students only need to know the basic situation of each country and don't need too much explanation for the development of religious reform.

3. The influence of the Reformation

Teachers show some materials about the evaluation of religious reform, so that students can think about the influence of religious reform in combination with materials and teaching materials. Teachers can write on the blackboard according to students' answers.

Link 3: Consolidate and improve

Because there are few descriptions about Calvinism and Episcopal Church in Protestantism, I will show some knowledge about Calvinism and Episcopal Church to help students better understand the content of the Reformation. Then let the students think and discuss the difference between the Renaissance and the Reformation in the study group.

Designing the learning method of intentional group discussion is helpful to cultivate students' communication and cooperative learning ability and stimulate students' enthusiasm for expressing their thoughts.

Step 4: Summarize the homework.

In the summary session, I led the students to review the reasons, contents and influences in two parts: Renaissance and Religious Reform.

Finally, I set a question, "How did the Renaissance and the Reformation affect the development of European history?" This topic is related to the knowledge points of the whole class, which can integrate and consolidate the knowledge learned by students, thus improving the teaching quality.

Seven, say blackboard writing design

My blackboard writing is concise, intuitive, clear and systematic. This is my blackboard design.