Unit 1 The Origin of Chinese Civilization The Teaching Design of the Dawn of Civilization in the Legend Age (Grade One)
I. teaching material analysis
Key points: Understand the legend of the Yellow Emperor in Yan Di, realize that the Yellow Emperor in Yan Di is the common ancestor of the Chinese nation, and cultivate students' national identity and patriotic feelings.
Difficulties: How to distinguish historical facts from legends? The essence of Yao Shunyu's abdication.
Location of this unit: This lesson vividly describes the process of human beings from origin to civilization in the form of ancient historical legends, which plays a connecting role in structure. It inherits the "clan tribe" in the last lesson and opens the next unit "the emergence of the country". It further expounds this ancient history from the unique perspective of legend, which can help students better understand and understand this history.
Second, the analysis of learning situation
. The knowledge of this lesson belongs to the understanding level, and teaching can be organized through colorful classroom activities such as telling stories, performing textbooks, games and discussions.
Third, the teaching objectives
Knowledge and ability
1. Through the study of this lesson, we can understand that Yan Di and Huangdi are the ancestors of the legendary Chinese nation, and we can understand the story of Yao Shun's abdication and Dayu's flood control.
2. Be able to make a preliminary comparison between ancient legends and historical facts, and make a summary, judgment and explanation.
Process and method
1. In the process of actively participating in learning, we can understand the meaning of "we are all descendants of the Chinese people" by learning the deeds of Emperor Yan and Huangdi, and cultivate patriotism and national identity;
2. Learn "Yao Shun's Moderation" and cultivate the virtue of people-oriented and meritocracy; The study of "Dayu harnessing water" can cultivate students' strong will and dedication, as well as environmental awareness.
Fourth, teaching ideas and methods
Pay attention to process evaluation and developmental evaluation, find problems in students' learning process in time, give tips and help, and promote students' continuous development. (A) Teaching preparation stage
1, making multimedia courseware
2, access to historical data
(B) Teaching process
1. Introduce a new lesson
How did the name "Chinese descendants" come from? What if Yao Shun abdicates? Legends from ancient times will help us solve this mystery. Please tell the ancient legends.
Prepare by students in groups, and then hold an "ancient legend" story meeting: Pangu opened the sky, the goddess filled the sky, Kuafu chased the sun, Houyi shot the sun, Yao and Shun gave way, Dayu controlled the water, Jingwei reclaimed the sea and so on.
Step 2 learn new lessons
1) Yan Di and the Yellow Emperor
What's the difference between ancient legends and historical facts? How to understand "legend" and "historical facts"? There are both connections and differences between them. Archaeological data confirmed as "historical facts"; All the unconfirmed stories are "legends". Before writing appeared, history was mainly preserved and circulated through myths and legends passed down from mouth to mouth.
Instruct students to play "information" games. Six students line up. The teacher wrote a sentence on the paper and handed it to the first student. The first student uses gestures to express the meaning of this sentence to the second student, the second student passes it on to the third student, and so on. The last one tells you what he understands and sees the difference between the two.
About the difference between legends and historical facts: ancient legends are not pure fairy tales, but have certain specific historical components. To some extent, these legends contain the process of ancient ancestors conquering nature. In human history, "the dawn of civilization" appeared from legends. As for the invention, it was not necessarily created by Yandi Huangdi, but the result of years of exploration by our ancestors. It is not a person's short-term achievement, but that later generations concentrated their inventions and creations on the two outstanding representatives, Yandi and Huangdi, when reviewing history.
What are the legends of Yan Di and the Yellow Emperor? Why is the Yellow Emperor in Yan Di called the humanistic ancestor of the Chinese nation? Yandi and Huangdi are the leaders of the tribal alliance. How did they unite? What contribution did Yandi and Huangdi make to mankind? How did the image of the dragon come into being? Look at the "Shell Carving Dragons and Tigers" (it is a kind of totem, a virtual creature that exists only in totems but not in the biological world, because it is the synthesis of many different totems. ) Dragon is a totem fusion of many tribes, which also reflects the formation process of the Chinese nation: different tribes move from war to alliance, and then constitute the main body of the Chinese nation.
The formation of the Chinese nation is a dynamic process, which will eventually lead to reunification through a long-term war. There were two wars, one was that Yan Di and Huangdi defeated Chiyou together, and the other was that Huangdi and Yan Di fought in the "Wild of Hanquan". Yan Di was defeated and surrendered, and the Chinese people moved towards reunification.
2) Yao Shun's "abdication"
The position of the leader of the tribal alliance was obtained through a long-term war, but since Yao, the way to obtain the position of the leader was very moderate and was elected by the tribal democracy. This system is the "abdication" in history.
Students imagine abdication at that time. Choose two students to play "Yao" and "Shun" respectively, act out the dialogue and experience what Zen is.
The essence of abdication: a system of democratic election of tribal alliance leaders in primitive society is mainly manifested in: First, democratic election of new tribal alliance leaders through tribal alliance meetings. Second, the elected tribal alliance leader has no privilege. Thirdly, Yu's success in harnessing water shows that it is his responsibility and obligation to serve the people. The legend of Dayu's water control can make students feel a valuable labor spirit. At the same time, it is pointed out that the change of Yu's identity is directly related to the establishment of the Xia Dynasty, the earliest country in ancient China.
3) Dayu controls water
Tell the story of Dayu's water control, and then hold a discussion contest on "Enlightenment of Dayu's water control", which is divided into four groups. It can inspire students to talk about environmental awareness, dedication, perseverance and innovative thinking ability.
3. Course summary
China's 5,000-year-old civilization can be traced back to the era of the Yellow Emperor. Legends such as Yao Shun's abdication and Dayu's flood control give us a glimpse of the gradual civilization of our ancestors. The elected leaders have both ability and political integrity, set an example by themselves, have no privilege, and are public servants of society. These heroes in our ancestors all have great personality charm. .
4. Classroom exercises:
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5. Blackboard design:
The dawn of civilization in the legendary era: descendants of the Yellow Emperor-Yao Shun's "abdication"-Dayu's water control
The formation of the embryonic form of the Chinese nation-the emergence of the state bud-the emergence of the state
Evaluation of intransitive verbs
The knowledge structure of this lesson is relatively clear, and the legends such as "Yan Di and the Yellow Emperor", "Yao Shun's Wound" and "Dayu's Water Control" are introduced in historical order. From struggle to union, Yan and Huang emperors showed that the formation of the Chinese nation was a dynamic process, and after a long period of war and struggle, it eventually tended to be unified. The course objectives and teaching objectives of this course are clear. According to the students' understanding of the law of knowledge development and internal relations, the designer created a series of problem scenarios around the ancient legends of China, which are interlocking and fascinating in classroom teaching, activating students' thinking and perfecting the knowledge chain. At the same time, let students experience the sense of national identity and form patriotic feelings.
Five tyrants in the Spring and Autumn Period and Seven Chivalrous Men in the Warring States Period.
First, teaching material analysis:
The Spring and Autumn Period and the Warring States Period were the period of disintegration of slave society and formation of feudal society in China. This lesson is the political expression of this great change period, which plays a connecting role and has a very important position. Learning this lesson well will help students understand the historical changes, cultivate their analytical and thinking abilities to see the essence through phenomena, and lay a good foundation for future knowledge learning. If students can't understand this lesson in depth, it will not be conducive to learning during the turbulent period in history.
Analysis of learning situation:
Through the study of history in the previous classes, students have a relatively direct concept of history and basically mastered the historical evolution of Xia, Shang and Western Zhou Dynasties. The enfeoffment system in the Western Zhou Dynasty made many vassal States in the Zhou Dynasty, which laid a foundation for students to understand the hegemony and war of the vassal States in the Eastern Zhou Dynasty. As a freshman, I like historical stories very much, and this lesson is the source and source of many idioms and allusions, some of which are familiar to my classmates. Stories that students don't understand can be collected and sorted through the Internet, books and other channels. In teaching, idiom stories run through the whole classroom, which not only improves students' interest in learning this lesson, but also enables them to master the method of finding historical materials and let students actively participate in the learning process after class. In view of the psychological characteristics of junior high school students who like to express themselves and dare to express their opinions, I have designed a series of idiom stories and conducted knowledge contests in groups, so that students can learn to compete in cooperation and improve their interest in learning history.
Two. Teaching objectives:
Curriculum standard: understanding the hegemony in the Spring and Autumn Period and the Seven Heroes in the Warring States Period.
Knowledge and ability
Through the study of this lesson, we can know the beginning and ending time of the Spring and Autumn Period and the Warring States Period, know the five tyrants in the Spring and Autumn Period and the seven heroes in the Warring States Period, and master the historical facts of hegemony, hegemony, the division of the three tribes into Jin and Lian Heng.
Fill in the Spring and Autumn Situation Map and the Warring States Situation Map, explain relevant historical facts with maps, learn the basic skills of reading historical maps, and cultivate the ability of language expression.
By collecting, sorting out and describing relevant materials and idioms and allusions, we can enhance our ability to collect historical materials and express them.
Process and method
Find the materials related to the content of this lesson before class, and students will learn the methods of collecting and processing materials.
Through historical allusions about the Spring and Autumn Period and the Warring States Period, the artistic conception of thinking is created for students, thus guiding students to think creatively. It highlights the basic historical facts of the five tyrants in the Spring and Autumn Period and the seven chivalrous men in the Warring States Period.
According to historical facts, this paper summarizes the social theme at this time, and further clarifies the role of promoting social progress during the Spring and Autumn Period and the Warring States Period through group cooperation and discussion. Cultivate students' ability of active inquiry, independent learning and questioning.
Emotional attitude and value presentation
Cultivate interest in learning history by collecting relevant idioms and allusions.
Through the setting of some questions, students are prompted to think about history.
Through the study of the hegemony war, I understand that people should be rich and strong, have clear goals and perseverance, and the country should be rich and strong, and should be governed by talents and capable people. Enriching the people is the key to rejuvenating the country
Emphasis and difficulty in teaching:
Emphasis: The teaching emphasis of this course is to cultivate students' interest in learning history. According to the basic historical facts of the Five Overlords in the Spring and Autumn Period and the Seven Heroes in the Warring States Period, first, guide students to read the Spring and Autumn Situation Map and the Warring States Situation Map, and master the names and specific geographical locations of the Five Overlords in the Spring and Autumn Period and the Seven Heroes in the Warring States Period. Second, the historical facts of hegemony are very interesting. In order to stimulate students' enthusiasm for learning, students are instructed to collect idioms and allusions before class, and a knowledge contest about how many idiom stories they know is held in groups in class, which broadens students' horizons, greatly stimulates students' enthusiasm and enhances students' sense of cooperation in the competition.
Difficulty: The essence and historical role of vassal hegemony is the difficulty. Judging from the nature of the war, the "unjust Spring and Autumn War" is essentially a war in which slave owners and nobles expanded their territories, plundered wealth and brought great disasters to the people. However, judging from the historical development, in the war of hegemony, big countries merged small countries, realizing regional reunification and accelerating the pace of reunification. It weakened the power of Ding slave owners to varying degrees, promoted the development of new landlord forces, objectively made Huaxia people have frequent contacts with other ethnic groups, and promoted national integration. These problems are abstract and difficult in theory, especially for junior one students, it is difficult to understand this problem by looking at historical issues in a dialectical way. Therefore, the historical role of vassal hegemony is the foothold of this lesson, and learning it well is to pave the way for future historical study. Guiding students to analyze historical roles is helpful to cultivate their analytical ability.
3. The concept of instructional design:
"History Curriculum Standard" advocates: "It should be conducive to the transformation of teachers' teaching methods, establish a student-centered teaching concept, encourage teachers to creatively explore new teaching methods and improve teaching methods and means. "Therefore, according to the characteristics of this course, according to the learning method of' independent inquiry', students are arranged to preview before class. Under the guidance of teachers, with questions, they preview by various means: looking for relevant information in the library and searching for relevant content online. Students must be given enough time so that they can preview in an exploratory way. Use multimedia courseware to provide relevant historical materials, give students an intuitive feeling and deepen their impression of various knowledge points. Grasping the psychological and favorable factors of students' interest in history class can create an interesting and good environment for students and stimulate their interest in learning history by organizing competitions and other teaching practice activities. In the process of exploring problems, students can learn to analyze historical problems dialectically.
Four. Teaching methods:
In view of the understanding of history curriculum standards and the analysis of teaching materials, students and other factors, it is determined that the teaching method of this course adopts heuristic teaching method, that is, combining speaking, reading and watching, breaking through the difficulties of the text through students' thinking and taking students' development as the center. Courseware demonstration is an auxiliary means to deepen students' perceptual knowledge. Combined with students' cognitive level and psychological characteristics of expressing opinions and hoping to be praised by teachers, there is sufficient space for independent learning and free development. In the teaching process, students interact through cooperative groups, giving full play to the subjective initiative of learning. Respect students' answers and let them deepen their understanding of the textbook through continuous discussion and thinking. This can not only stimulate students' interest in learning, but also help to improve students' ability to analyze historical problems. Teaching methods include: heuristic teaching, cooperative inquiry, discussion, reading guidance, analysis and induction,
Verb (abbreviation of verb) teaching process;
(A) teaching preparation stage:
Teacher staffing: 1. Make relevant teaching courseware according to the teaching content.
2. Provide students with relevant bibliographies and websites, and ask students to consult idioms and allusions related to the Spring and Autumn Period and the Warring States Period.
3. Predict all kinds of problems that may occur in the teaching process and formulate coping strategies.
Student preparation: 1. Preview the text, and collect historical materials and related idioms and allusions from the media, internet and extracurricular books before class.
2. Establish a history study group independently.
(2) Teaching process:
1. Introduce new lessons: review old knowledge and introduce new lessons.
The teacher asked some questions:
1. Students still remember which dynasties our country experienced from 2 1 century BC to 770 years ago?
2. What policies did Zhou Wang adopt in the early years of the Western Zhou Dynasty to consolidate his rule over the surrounding areas?
3. If the enfeoffment system is adopted, will the rule of the Western Zhou Dynasty be stable for a long time?
What do you think are the shortcomings of this system?
Think and answer questions.
The teacher summed up: hereditary system made incompetent people become emperors, the strength of Zhou royal family became weaker and weaker, and the vassal power of enfeoffment system became stronger and stronger. They wanted to replace Zhou Tianzi and launched fierce competition, so swords and shadows and wars appeared on the land of the Central Plains. In the war for hegemony, there have been "five tyrants in the Spring and Autumn Period" and "seven heroes in the Warring States Period". There are many familiar idioms and stories in this period. Today, let's feel this turbulent history together.
2. Learn new lessons:
(1) Qi Huangong's hegemony.
1. Spring and Autumn Five Overlords:
Through the previous research, what country was established after the demise of the Western Zhou Dynasty?
Shidong Zhou is divided into two periods: Spring and Autumn Period and Warring States Period. This is a period of disintegration of slave society and formation of feudal society, and it is also a period of great social turmoil and great change. Do you know the beginning and ending time of the Spring and Autumn Period and the Warring States Period? Why is this period called the Spring and Autumn Period and the Warring States Period?
Students read and think. A: The Spring and Autumn Period-770 BC-476 BC, from the Lu chronicle history book Spring and Autumn Period; During the Warring States Period-475 BC-22 BC1year, the major vassal states were at war for years, hence the name of the Warring States.
The courseware shows the variation table of Zhou Wang power.
The relationship between land, army, financial resources, material resources, population, emperor and vassal.
In the Western Zhou Dynasty, the royal family directly governed the land from Haojing to Luoyi, which was about a thousand miles away. The royal family directly governs more than 6.5438+0.4 million troops, with a large population and rich resources. The son of heaven holds the highest political position. "Rites and music conquered from the emperor"
At the beginning of the Eastern Zhou Dynasty, the land directly under the jurisdiction of the royal family was about 600 miles, and it became less and less in the future. Finally, there is only about a hundred miles of land. After moving eastward, there are still 30 thousand people. Later, it was gradually reduced to only a few thousand. The population directly under the central government is very small, and its financial, material and military resources have all decreased. The son of heaven became a political puppet and had to rely on powerful people. "Rites and music were conquered by princes."
The rule of the Eastern Zhou Dynasty was unstable. From the comparison of these tables, we can see how the status of Zhou Wang changed. What is the essence of vassal hegemony?
After the discussion, the students answered that Zhou had lost his position as a co-owner of the world. Every country has the ambition to expand its territory on its own. From then on, in order to compete for territory and hegemony, the vassal States began a protracted war for hegemony.
There were more than 100 vassal States in the early Shi Chunqiu period. In order to compete for land and population, some larger vassal States launched annexation wars. Whoever defeats them will hold a vassal state meeting, forcing everyone to recognize his leadership and become the "overlord." There are five schools that have risen to compete for hegemony, which are called "the five tyrants in the Spring and Autumn Period" in history. Who are the five people in the Spring and Autumn Five Bullies? How did they appear?
Courseware shows the situation map of the five tyrants in the Spring and Autumn Period.
Answer the question: There are two kinds of opinions about the emergence of the five tyrants in the Spring and Autumn Period: one refers to Qi Huangong, Song Xianggong, Jin Wengong, Qin Mugong and Chu Zhuangwang; The other refers to Qi Huangong, Jin Wengong, Chu Zhuangwang, Wu Helu and Gou Jian, the King of Yue.
It is helpful for students to find out the specific geographical location of the "five tyrants in the Spring and Autumn Period" and fill in the map. (point out another way of saying "five tyrants in the Spring and Autumn Period". )
2. Qi Huangong's first bully:
Please look at the picture and imagine that you are the King of Qi. What does it take to become the first overlord? Why?
Students simply answer (by creating situations, students can learn to analyze historical questions)
The teacher guides the students to read the textbooks and asks: Why can Qi Huangong have the first advantage? This problem can be divided into several sub-problems to ease the learning difficulty and highlight the key points. )
(1) Where is Qi State and what is its natural environment?
(2) What is the fundamental reason for the success of Qi hegemony?
(3) What clever means are used to dominate Qi Huangong?
④ What is the symbol of Qi Huangong's hegemony?
Students can discuss with each other, exchange learning experiences and answer teachers' questions during reading.
First, Qi is a big country in the East, located in the north of Shandong, near the Bohai Sea, rich in fishing and salt, and rich in economy. The superior geographical position has created favorable conditions for its hegemony and laid a solid material foundation. The superior geographical position is a favorable condition for hegemony.
Second, Qi Huangong was good at employing people, and appointed Guan Zhong as the prime minister for reform. He reformed the internal affairs and military affairs, developed the economy, and enriched the country and strengthened the army. Guan Zhong's reform became the fundamental reason for his hegemony.
Thirdly, Qi Huangong put forward the slogan of "respecting the king and rejecting foreign countries". In the name of "respecting the king", he pursued the practice of "striving for hegemony" and actively carried out foreign activities aimed at "resisting foreign aggression" in order to gain the support of vassal States and enhance the appeal of Qi State. The slogan of "respecting the king and rejecting foreign countries" is Qi Huangong's successful foreign policy and a powerful means for him to seek hegemony.
Fourthly, in 65 1 BC, the Kwai Chung Alliance established the hegemony of Qi Huangong, marking the peak of Qi Huangong's hegemony.
Teacher's Summary: [Screen Display]
[Knowledge expansion] Material in the teacher's book: Confucius said: "Guan Zhong is a duke and a tyrant, and the people are blessed today." Do you know the meaning of this sentence? What does this mean? What other idioms and stories do you know about Guan Zhong?
Students' understanding: Qi Huangong attaches importance to talents, knows people well, makes the country stronger and stronger, and finally achieves hegemony. Idioms and allusions: Old horses know their way, friends of Guan Bao, etc.
(2) Winning the Central Plains
[Transition]: Qi Huangong's hegemony has attracted the attention of vassal states, and some big vassal states have followed suit, among which Chu Jin is a typical one.
Who is the other overlord after Qi Huangong? What is the most famous battle in Chu Jin's hegemony?
Born in Jin Wengong, the Battle of Chengpu.
There is a famous idiom story in this battle. Who can tell?
Give birth to a retreat. (Tell the story briefly)
The teacher asked the students to think about it. What was the role of this strategy at that time?
Health (1) reflects that Jin Wengong is a man who keeps his promise. His avoidance not only repaid the kindness of that year, but also enabled Jin Jun to win the political initiative. (2) Militarily, the Jin army, which was at a disadvantage, was driven away, so as to avoid the enemy's powerful China army, lure the enemy in, and then attack the enemy by surprise. This is a favorable tactic adopted by the 8 Jin Army.
Teacher's summary: Jin Wengong's "retreat" can be said to kill two birds with one stone, which has both integrity and body count. The "Battle of Chengpu" became a famous battle, so Jin Wengong took the lead. Since then, Chu Jin's hegemony has lasted for a long time. During the period of Chu Zhuangwang, it defeated the State of Jin and became the overlord of the Central Plains.
Look at the pictures and inspire students to think about winning. What does Ding stand for? What does it mean for Chu Zhuangwang to win the championship?
According to the ancient legend, Yu Xia forged Jiuding, symbolizing Kyushu. It became a treasure of Xia, Shang and Western Zhou Dynasties. The possession of the Zhou Dynasty is the evidence of the supreme ruler of China. Chu Zhuangwang of Chu State won the championship, which was a challenge to the kingship and implied that he wanted to replace it.
At the end of Shi Chunqiu, Jiangnan and wuyue also joined the hegemony war. What impressed you the most about the supremacy of the Five Mountains? What did you get from it?
Gou Jian is determined to take revenge. We should learn from Gou Jian's perseverance and perseverance in not giving up, overcoming difficulties and making continuous progress in adversity. ② Learn Gou Jian's spirit of fighting for national humiliation. (3) Learn to be flexible. Recognizing the importance of ambition and setting up lofty ideals can help us realize our personal ambitions.
The teacher summed up: the country needs innovation, the country needs to manage its own industry, and the country depends on talents, which is the key to rejuvenating the country. So as students, the most important thing now is to learn cultural knowledge, master skills and study hard for the rise of China.
(3) Combined with Lian Heng
[Transition]: After the aggressive war for hegemony in the Spring and Autumn Period, most small countries were annexed, which eventually formed a confrontation between the seven major countries and began the "Warring States" period in history.
1. Seven Heroes of the Warring States Period
How did the division of seven males come into being? Which countries do the Seven Heroes of the Warring States include?
Jin is divided into three families: Zhao, Wei and Han. Display the dynamic evolution process on the screen to enhance the intuition.
Seven Heroes of the Warring States Period: Chyi Chin Chu Zhao Yan Wei Han [The map of the situation during the Warring States Period is displayed on the screen] (Students determine their own positions, fill in the map and show the jingle: Chyi Chin Chu Zhao Yan Wei Han southeast northwest to the center to help students master the essentials of memorizing the map).
2. United Lian Heng
If you were a counselor of a country at that time, what strategy would you give the country? If you are the supreme commander of the state of Qin, what do you want to see in the Central Plains? How will you rule your country? But what will your people do to you? If you are the first of the six countries in the Central Plains, how will you tide over the difficulties and deal with the State of Qin?
Students answer briefly, create historical situations, and let students plug in the wings of imagination to think.
During this period, apart from using force, what kind of diplomatic means did countries use?
② What is the struggle between "Lian" and "Lian Heng"? Why did countries fight for "union" and "Lian Heng" during the Warring States Period? Who are their respective representatives?
(3) Why didn't the strategy of uniting against Qin succeed? (Combined with fine print analysis in books and after-school reading materials)
Students read textbooks in groups, discuss and speak in groups. 【 Dynamic demonstration diagram displayed on screen 】 Enhance the intuition. (Students point to the pictures to explain what "He" and "Lian Heng" are.)
The teacher concluded that the struggle between "Zonghe" and "Lian Heng" lasted for a long time. Countries sometimes follow Qin and sometimes follow Chu, which is capricious. Which idiom is this from?
Live in the morning and evening.
Mencius once said: "The Spring and Autumn War is meaningless", while Lenin said: "There are always such wars in history. Although they inevitably bring all kinds of tragedies, atrocities, disasters and pains like all wars, they are still progressive wars, which promote the development of mankind and accelerate the destruction of extremely harmful and reactionary systems. " How to treat the hegemony war in the Spring and Autumn Period and the Warring States Period? Through thinking and discussion, let students learn to analyze historical issues dialectically.
Think, discuss and answer questions. The war for hegemony during the Spring and Autumn Period and the Warring States Period brought heavy disasters to the people. The war led to the annexation of some small countries by big countries and the emergence of some countries with larger territories. The hegemonic war has prompted some countries to carry out reforms and promoted social progress. ...
What the students said is reasonable, but it should be noted that when evaluating historical events, we should look at the problem dialectically from the viewpoint of seeking truth from facts. Therefore, we should evaluate the hegemony war in the Spring and Autumn Period and the Warring States Period from both positive and negative aspects. The war for hegemony in the Spring and Autumn Period really brought heavy disasters and pains to the people. Therefore, there is a view that there is no righteous war in the Spring and Autumn Period. However, during the war, the aristocratic groups of slave owners were hit and weakened, which cleared the way for the emergence of the emerging landlord class and promoted social progress; (3) The hegemonic war achieved the unification of regions and localities. This laid the foundation for national reunification; (4) In order to compete for hegemony, big countries all attach great importance to talents, carry out reforms, develop their economies, be active in thinking and prosper their cultures; (5) The war for hegemony has also promoted the great integration of all ethnic groups and accelerated the formation of the Chinese nation)
The moment of light
Teachers and students collected a large number of idioms in the Spring and Autumn Period and the Warring States Period. Let's enter the idiom series. Start the competition in groups: say the idioms related to this lesson in turn, without repetition or interruption. (Cultivate students' interest in learning history and enhance the sense of cooperation between learning and ability)
Old horses know the way, know their friends, stay out of it, make a blockbuster, be passionate, offer a humble apology and so on.
3. Course summary:
What are the characteristics of Shi Chunqiu Warring States?
Turbulence, change, hegemony.
The Spring and Autumn Period and the Warring States Period is a very important historical period in the ancient history of China. This is the transition period of China from slave society to feudal society. In the process of division, some big countries constantly reformed their internal affairs for their strength, which also gave birth to the factors of reunification and laid the foundation for the reunification of Qin State later. Therefore, the war for hegemony has written the prelude to national reunification.
This period is the source and origin of many idioms and allusions. At the same time, during the Spring and Autumn Period and the Warring States Period, Qin was at the end of the Warring States Period, and its national strength became increasingly strong, taking the lead and posing an aggressive and invincible offensive. It is the country that laughs last, but does it laugh best? If you want to know what the afterlife will be like, listen to the next chapter.
4. Classroom exercises:
A discerning person knows pearls:
1. Among the five tyrants in the Spring and Autumn Period, () was the first king.
Chu Zhuangwang Song Xianggong Qi Huangong Jin Wengong
2. The official recognition of Qi Huangong's hegemony in the Central Plains is: ()
The battle of Chengpu in A, the alliance of Kukui in B, the battle of Changping in C, and the victory of Central Plains in D..
3. The slogan of Qi Huangong's development of Qi power is: ()
A, reforming internal affairs B, developing production C, respecting the king and resisting foreign countries D, and reforming the military system
4. The southernmost country among the Seven Heroes of the Warring States Period is: ()
A Chu state b Yan state c Qin state d qi state
5. Which of the following idioms is related to Jin Wengong: ()
A, do your best B, win the Central Plains C, retreat from difficulties D, and the old horse knows the way.
6. The idiom "Be in Qin, Be in Qin" comes from the Spring and Autumn Period and the Warring States Period: ()
A vassal contended for hegemony, B three clans divided into Jin, C Zhou, royal decline, D United with Lian Heng.
Sit in the right position: (Please associate the following idioms with relevant historical events)
According to legend, Suiren made a fire by artificial means.
Jin Wengong's Strategy and Tactics in Chengpu Campaign
During the Spring and Autumn Period, Chu Zhuangwang sent troops to attack the State of Jin several times.
Winning the Seven Heroes of the Warring States in the Central Plains, for their own interests, sometimes "combined" and sometimes "Lian Heng"
3. Mapping Paradise
Please fill in the name of "Seven Heroes of the Warring States" in the box below.
5. Blackboard design:
Spring and Autumn Period of Eastern Zhou Dynasty (770-476 BC): Qi Huangong, Song Xianggong, Jin Wengong, Qin Mugong and Chu Zhuangwang.
Five tyrants in the Spring and Autumn Period (during the disintegration of slave society)
The Warring States (476 BC-22 BC1) Qi, Chu, Qin, Yan, Zhao, Wei and Han (in the middle, southeast and northwest).
Seven Heroes in the Warring States Period (the formative period of feudal society)