With "I", the distance between students and the course of "New Haigeming" is shortened, and with the triple identity of "I": witness, researcher and successor, the three links in the counseling plan are closely linked, thus achieving the three-dimensional goal.

Teaching objectives

The main points of the curriculum standard are: "Briefly describe the main process of the Revolution of 1911 and understand the historical significance of overthrowing the absolute monarchy and establishing the Republic of China." I. Knowledge and ability

1. Know the following basic knowledge and concepts: the background of the rise of the revolution, the China League, the revolutionary program, armed uprisings such as Huanghuagang and Wuchang Shouyi, the founding of the Republic of China, the Provisional Constitution of the Republic of China and the historical significance of the Revolution of 1911.

2. Cultivate students' ability to analyze and summarize. Second, the process and methods

1. Let students learn to analyze problems with historical facts. 2. Cultivate the ability of analysis and comparison.

3. Guide students to obtain effective information from materials and learn how to summarize and explain problems. 4. Cultivate students' sense of cooperation. Third, emotional attitudes and values

1. Guide students into history and cultivate their interest in learning.

2. Close the distance between history and reality, and enhance the reality and timeliness of history learning. 3. Cultivate students' patriotism and indomitable perseverance for their ideals.

teaching method

Learning plan guidance, group cooperation and situational experience

Teaching process design

Introduction: Introduce a new lesson from what you have learned before, connecting the preceding with the following. Bring students into this history. Specific teaching links:

(1) Guide students to organize knowledge as witnesses. According to the three contents of the textbook, three questions are designed emphatically, so that students can solve problems quickly on the basis of preview. Show in groups. Teachers combine teaching materials and teaching resources, give necessary guidance and point out necessary methods. For example, how to summarize the process of the Revolution of 1911 and remember history skillfully.

(2) Guide students to expand their knowledge as researchers. The first question compares the Revolution of 1911 with the Taiping Heavenly Kingdom vertically, cultivates students' ability to analyze and compare problems, and then draws the progressive conclusion of the Revolution of 1911.

The second question is about how major capitalist countries use laws to consolidate the historical facts of revolutionary achievements, cultivate students' ability to analyze problems with historical facts, embody the spirit of the Revolution of 1911, which keeps up with the trend of the times and conforms to historical development, and establish the basic concept that law is the root of the country and people are the foundation of the country.

The third question is the modern people's evaluation of the Revolution of 1911. Guiding students to obtain effective information from materials and deeply feel the Revolution of 1911 is the first great historical change in China in the 20th century and a milestone in China's democratic process.

(3) Guide students to experience the feelings of being successors. In the form of theme class meeting, students are emotionally sublimated by combining materials, so that students can deeply understand why they want to learn this history, what they have learned and what to do after learning it. This will narrow the distance between history and reality, enhance students' patriotic feelings and strengthen their belief in fighting for great ideals.

(4) summary. Students sum up the Revolution of 1911 from two aspects, that is, affirming the great historical achievements of the Revolution of 1911 and seeing its shortcomings, so as to pave the way for the next lesson-the rise of the new-democratic revolution.

(5) Consolidate practice. (maneuver) only do the questions in the study plan.

Teaching reflection

(1) How to achieve three-dimensional goals with existing textbooks. (2) How to deal with the relationship between the tutorial plan and the new study plan. (3) How to deal with the relationship between tutoring plan and teaching materials.