First-year students are new to the subject of history. How to arrange teachers in teaching? Next, I collected the first grade history courseware of junior high school. Welcome to have a look.

The first part: the curriculum standard of the courseware of the flourishing age of Chinese studies.

Get to know Confucius and the main historical facts of "a hundred schools of thought contend".

Teaching objectives

1, knowledge and ability

On the basis of mastering the influence and contribution of Confucius' ideological education and the ideological characteristics of a hundred schools (mainly Confucianism, Taoism and law), cultivate students' ability to understand the relationship between politics, economy and culture from a historical perspective; Cultivate students' ability to express history in language through performances, questions and debates; On the premise of critically absorbing traditional ideology and culture, the ability to combine reality and solve practical problems is initially formed.

2. Process and method

Through the connection between the economic and political history in the Spring and Autumn Period and the Warring States Period and the ideological history of this course, the overall historical view was initially formed. Make tables by reading textbooks, enhance reading ability and learn the basic methods of tabulation.

3. Emotional attitudes and values

Learn from Confucius' educational achievements, establish a good style of study and develop good study habits. Through the understanding of the thoughts of Confucianism, Taoism and France, we can identify with the excellent traditional culture, establish a correct way of thinking and a positive attitude towards life, and form personal qualities that dare to think independently, dare to express their thoughts, respect others' opinions and dare to innovate and explore.

Analysis of learning situation

1, knowledge mastery:

The students learned about Confucius' running a school in the social studies class in primary schools and got a preliminary understanding of Confucius. The Chinese class has just finished the Ten Analects of Confucius, and the understanding of Confucius' ideological connotation has been further deepened. The history class also learned the lessons of the "great change era" and had a considerable understanding of the background (characteristics) of the Spring and Autumn Period and the Warring States Period.

2. Students' psychological characteristics:

Junior one students are in the transitional stage from childhood to adolescence, and psychologically show a tendency to pursue independence. They like to express themselves, dare to express their views and are argumentative.

Teaching material processing

The textbook well implements the stipulation of "knowing Confucius and understanding the main historical facts of a hundred schools of thought contend" in the curriculum standard. Although the standard requirements are simple, the contents of the textbooks covered are theoretical, socially applicable and open in knowledge structure, which provides a broader space for teachers to choose and adopt multi-form, multi-channel and diversified teaching activities according to the actual situation of students. In order to facilitate the development of this cooperative activity class between teachers and students, on the basis of respecting the "content standard", the teaching materials are treated as follows:

1. Put the explanation of the background of "a hundred schools of thought contend" in the text subtitle at the beginning of the text.

Because "during the Spring and Autumn Period and the Warring States Period, society changed rapidly and many problems needed to be solved urgently. Hundred schools of thought wrote books, expressed his opinions and debated with each other, forming an academic prosperity of "a hundred schools of thought contend". The background description is also suitable for the era when thinkers such as Confucius and Laozi came into being. Moreover, the introduction of Confucius at the beginning of the original text is abrupt. If background information is introduced, it will better reflect the disciplinary characteristics of historical "causality" and facilitate the connection with the learned knowledge to cut into the new lesson.

2. In the content of the textbook "A Hundred Schools of Thought Contend" in the Warring States Period, the Mohist part was deleted.

According to the curriculum standard, it is allowed to delete Mohist content, which will not lower the requirements of the standard. The reason for saying this is based on students' cognitive reality, because it is not clear for junior one students to distinguish the difference between Confucianism's "benevolence" and Mohism's "universal love". In this lesson, the teaching of a hundred schools of thought is designed as a student debate activity. Mohist and Confucian theories are not antagonistic, easy to be confused and not conducive to argument, so they are deleted.

Course type selection

Based on the above teaching objectives and the analysis of teaching materials, students' knowledge and psychology, the class type is selected as: teacher-student cooperation activity class (one class hour).

Teachers' activity forms: inspiration, guidance, induction and summary.

Forms of student activities: analysis, questioning, performance and debate.

Design concept:

1. This course determines the course objectives and teaching process according to students' cognitive ability and psychological characteristics.

2. Through reading, collecting materials after class, making videos, etc. We emphasize students' autonomous learning, improve students' ability to think and ask questions independently, and fully reflect students' dominant position.

3. Through classroom short plays and debates, we can reproduce historical situations, enhance students' feelings and interests in experiencing history, stimulate students' enthusiasm for learning and improve their cooperation ability.

4. Improve students' practical ability by making videos, making tables and collecting historical materials, and cultivate students' ability to collect and process information and acquire new knowledge.

5. Let students pay more attention to society and people and things around them through videos and homework, so that they can keep in touch with social reality, learn and think from life, and reflect the view that history serves reality.

Preparation before class

1. Students write and perform short plays such as Running a School by Confucius and Teaching Students in Accordance with Their aptitude.

2. Introduce reading-related popular books such as Five Thousand Years of China to students, and print and distribute relevant materials of Confucianism, Taoism and Law. Divide the students into three debate groups: Confucianism, Taoism and Law, and get familiar with the ideas and viewpoints of each group to prepare for the debate.

3. Let qualified and interested students form a historical tour group, visit Dacheng Hall of Confucius Temple in Nanjing, and explain, guide and shoot videos about Confucius by themselves.

4. Make relevant courseware and edit relevant video materials.

Teaching activity process

I. Import steps:

1, Projection: Draw a riddle (play a historical period, the answer is the Spring and Autumn Period and the Warring States Period), which is guessed by students and leads to the background of the teaching content.

2. According to students' historical knowledge, it can be summarized as follows: the characteristics (background) of the Spring and Autumn Period and the Warring States Period: the development of productive forces (the role of Niu Geng and iron farm tools) → the initiation of social change (the disintegration of slavery and the establishment of feudal system) → the provision of free space for the active ideological and cultural activities (a hundred schools of thought contend).

3. Introduce the theme of this lesson

Second, the teaching content:

1, Confucius:

Confucius is the key basic knowledge of this course, and the main teaching task is to let students know Confucius from two fields: thought and education, that is, Confucius' theory of "benevolence" and "courtesy" and its contribution to education.

A great thinker and founder of Confucianism.

Teacher's activities: guide students to read the relevant contents of the textbook, understand the ideological connotation of Confucius' "benevolence" and "courtesy", and guide students to clarify the concept of "Confucius is a great thinker and founder of Confucianism" according to students' reading and discussion.

Student activities: ① On the basis of reading and discussing the relevant contents of the textbook, students who have a comprehensive understanding of Confucius' thoughts on benevolence, righteousness and propriety will play Confucius, reproduce the scene of Confucius giving lectures on the altar, and summarize the ideological connotation of Confucius' thoughts on benevolence, righteousness and propriety in the process of students' questions and doubts. ② Perceptual understanding of Confucius: screening the student-made video "One-day tour of Dacheng Hall of Confucius Temple".

Benevolence: Social groups should love each other, be modest and live in harmony.

Li: People's words and deeds should conform to social norms.

Great educator

Teacher's activities: inspire students to recall the contents of running a school by Confucius in social studies in primary schools, and guide students to answer Confucius' related expositions on running a school, teaching methods, learning methods, learning attitudes and so on. Combined with the actual learning situation, it points out the far-reaching influence of Confucius' educational thought.

Student activities: Students deduce and summarize Confucius' main educational thoughts in the form of sketch performances such as "teaching students in accordance with their aptitude".

The goal of education-teaching without distinction

Teaching method-teaching students in accordance with their aptitude

Learning attitude-knowing is knowing, not knowing is not knowing.

Learning method-review the past and learn the new.

Then the students talk about the positive influence of Confucius' educational thought on real teaching and learning in combination with their own learning practice.

2. A hundred schools of thought contend:

A hundred schools of thought contend is one of the main contents of this course. In view of the analysis of the active background of thought during the Spring and Autumn Period and the Warring States Period in the introduction, this paper focuses on letting students understand the ideological content of the representatives of Confucianism, Taoism and Law in the contention of a hundred schools of thought, and through the positive and negative understanding of their ideological content, establish correct thinking methods, and form personal qualities and courage and spirit that dare to think independently, express their thoughts and respect others' opinions.

Teachers' activities: help students understand the relationship between Confucius and a hundred schools of thought in the form of charts (including schools, representatives and main ideas), guide students to summarize the ideological characteristics of Confucianism, Taoism and law, and print relevant materials for students to discuss, so that students can further understand the enthusiasm and negativity of various schools of thought.

Student activities: First, summarize the main ideas of each school by reading textbooks. Make your own relevant forms and fill them in. Through the discussion and analysis of the affirmation and negation of Confucianism, Taoism and Legalism, this paper divides them into three schools and argues with Confucianism, Taoism and Legalism respectively, which reproduces the situation of a hundred schools of thought contending.

Third, the class summary:

Under the guidance of teachers (giving reference opinions in the form of discussion, without making final conclusions) and with the participation of students (allowing different opinions), this paper summarizes from two aspects:

1. The positive and negative thoughts of Confucianism, Taoism and Legalism.

2. China's traditional ideology and culture is formed by a hundred schools of thought contending, and the emergence of a hundred schools of thought contending during the Spring and Autumn Period and the Warring States Period is the source of China's traditional ideology and culture.

Iv. Migration application (operation):

Combine the reality of our school, or put forward your views on the construction of school spirit from the viewpoint of Confucian education, Taoist self-awareness or severe punishment by users.

Verb (abbreviation of verb) evaluation method:

Archives law of personal representative works

The second part: the teaching objectives of economic courseware in Han Dynasty.

1. By answering the role of plow wall, vehicle ploughing and drainage in production development, students can feel the great promotion of production tools.

Guide students to observe the rides in maps and books of Niu Geng in the Eastern Han Dynasty, analyze the functions of the two tools, and train students' ability to read maps and the value of historical relics.

2. Students fill in the Summary of Economic Development in the Warring States, Qin and Han Dynasties to realize the continuous progress of social production and cultivate students' inductive ability. By understanding "what new achievements have been made in agriculture and handicrafts in Han Dynasty", students' ability of analysis and induction is cultivated.

3. The Han Dynasty was the development period of China's feudal economy. Agriculture and handicrafts have made great progress and many world-leading achievements have emerged, which we should be proud of.

Example of instructional design

Teaching emphasis: new achievements in agriculture and prosperity of handicraft industry.

Teaching difficulties: the improvement of farm tools and the improvement of handicraft technology.

Teaching thought:

Make full use of the contents and supplementary materials in the book, attract students' interest, design appropriate questions to inspire students to think, and enable students to grasp where the new achievements of agriculture and handicrafts in the Han Dynasty are.

Teaching process:

Introduction: The Han Dynasty was an important period of feudal social and economic development in China. The rulers of the Han dynasty implemented some policies to ease class contradictions and attached importance to agriculture. Through the hard work of the people, the social economy has taken on a new look and remarkable characteristics. In this lesson, we will learn about the new achievements of agriculture and handicrafts in the Han Dynasty, as well as the new atmosphere of commerce and cities.

Teach new lessons:

I. New achievements in agriculture

1, water conservancy construction

The growth of crops is inseparable from water, and the development of agriculture is inseparable from water conservancy construction. The Han Dynasty attached importance to the construction of farmland water conservancy. When Emperor Wu of the Han Dynasty and Emperor Han Ming managed the Yellow River on a large scale twice. (Showing Guanzhong Water Conservancy Map) The Yellow River burst its banks many times in the early Han Dynasty, and the floods were serious. Emperor Wu of the Han Dynasty recruited tens of thousands of migrant workers to go to repair it, and personally visited the Yellow River construction site, ordering all civil servants to carry firewood to block the breach. Since then, there has been no major flood in the Yellow River for 80 years. During the Eastern Han Dynasty, the south of the Yellow River moved, and the lower reaches of the Yellow River flooded, flooding dozens of counties. "People complain." When Emperor Hanming was in power, hundreds of thousands of working people in the Yellow River valley used various methods. After a year, the flood has been eliminated, the river course has been stabilized, the vast land in flood-prone areas has been cultivated again, and a large area of land has been irrigated by the Yellow River, creating conditions for the development of agricultural production. In the following 800 years, the Yellow River did not change its course and the floods decreased.

2. Improve farming techniques and farm tools.

Agriculture in the Han Dynasty was greatly improved.

(1) Plow wall (showing Plow wall map) Before the Western Han Dynasty, there was no Plow wall. After the plow wall is installed, it is convenient to turn over, break up and ridge, which improves the farming efficiency. Therefore, the invention of plow wall is a significant development of plow reform, which is nearly 1000 years earlier than Europe.

(2) Bumpering (guiding students to read pictures of Bumpering) Bumpering is a sowing tool. Ask the students to think about how seeds are sown in the field by trolley. Why does it have three feet? How do people manipulate it? This three-legged cart can sow three rows at the same time. The seeds are stored in the hopper, and a small shovel is installed at the end of the hoe to play the role of ditching. One person helps plough, one person helps morning glory, and all tasks of ditching, planting and covering are completed at one time. This car can sow one hectare of land a day.

(3) Niu Geng Science and Technology

(Guide students to read the map of Niu Geng in the Eastern Han Dynasty) In the middle of the Western Han Dynasty, Niu Geng was widely popularized. At that time, the farming method of two people and three cows was widely used, and the farming method of two Niu Yi people appeared.

3. Planting of food crops

The development of water conservancy in Han Dynasty was beneficial to the popularization of wheat. In the Han dynasty, wheat was widely planted in the north and became one of the main food crops. Rice is mainly planted in the Yangtze River basin and its south area.

4. Vegetable cultivation

The variety of vegetables increased in Han Dynasty. Today, people in China often eat radishes, celery, taro, leeks, onions and garlic. , are only in the Han dynasty. At that time, people had cultivated vegetables in greenhouses, which was the first new technology in the world, more than 1000 years earlier than Europe. There was a special greenhouse in the Western Han Dynasty, and more than 20 kinds of vegetables were planted in the greenhouse in the Eastern Han Dynasty.

Let's divide the students into groups and design the recipes of Han people, including staple food and vegetables.

5. Planting in Sang Ma

China is the first country in the world to cultivate mulberry and sericulture. Before the Han Dynasty, cultivation in Sang Ma was limited to some places. At this time, in the rural areas in the middle and lower reaches of the Yellow River, mulberry trees were planted in front of and behind the houses of every household, and some rich households owned thousands of acres of Sang Ma. The extensive cultivation in Sang Ma promoted the development of silk and linen weaving industry.

Third, the prosperity of handicrafts.

During the Western Han Dynasty, the rapid development of agriculture and the extensive use of iron tools created favorable conditions for the development of handicrafts.

1, the development of iron smelting industry

At that time, the iron smelting industry developed rapidly, with many workshops and large scale. Archaeology has discovered many iron smelting sites in Han Dynasty. Among them, coal and coal cakes mixed with soil and grass stalks were found in the iron smelting site of the Western Han Dynasty in Henan Province, indicating that coal was used as the fuel for iron smelting at that time. Please find out the areas where iron smelting was developed in Han Dynasty. This place belongs to Nanyang County. In the Eastern Han Dynasty, Du Fu, the prefect of Nanyang, invented the water platoon. The water drain is a kind of hydraulic blower, which uses hydraulic power to drive the exhaust fan to blow. Before the Eastern Han Dynasty, there were skin explosions and animal explosions, and the invention and use of water rafts made the explosion technology a step further. Its advantages are stable gas supply, large energy supply and labor saving. This is one of the great achievements of iron smelting technology in the Eastern Han Dynasty, which is 1000 years earlier than that in Europe, and it is also the first technology in the world. The ironware in the Eastern Han Dynasty was fine. At that time, iron weapons replaced bronze weapons.

2. Copper smelting

During the Qin and Han dynasties, the copper smelting industry was still very prosperous. Bronzes in the Han Dynasty were exquisitely made, and the craftsmanship and ingenuity of flying swallows and palace lanterns are rare in the world.

3. Progress of silk industry

Silk weaving technology in Han Dynasty has been greatly improved, with the products of Linzi (now Zibo City, Shandong Province) and Xiangyi (now Suixian County, Henan Province) being the most famous. There are a large number of silk products, many varieties and fine workmanship, including precious brocade, silk and yarn. Jacquard was already used at that time, and the textile technology of Han Dynasty was in the forefront of the world. (Instruct students to watch the plain gauze dress unearthed from Mawangdui Han Tomb in Changsha) This plain gauze dress is made of luosha, as thin as cicada wings and as light as a feather, with a length of1.28cm, which can be held in the hand when folded, and weighs only 49g, which shows the high knitting level at that time.

Fourth, the prosperity of Beijing.

The development of agriculture and handicrafts in the Han Dynasty promoted the prosperity of commerce, and prosperous metropolises appeared, the largest of which were Chang 'an in the Western Han Dynasty and Luoyang in the Eastern Han Dynasty, which were called "East-West Beijing". Chang 'an has a population of about 500,000, Luoyang has a population of more than one million, and the area of Chang 'an is more than three times that of Rome. Chang 'an's business is very prosperous. There are nine special business districts in the city, called "City", where businessmen gather and goods are complete. On the streets of Chang 'an, cars and horses are bustling and bustling.

Summary:

In this lesson, we introduced the social economy and social life of the Han Dynasty, focusing on the new achievements in agriculture and handicrafts. Please fill in the corresponding contents according to the requirements of the form and summarize the new achievements.