1 .7 Grade History Teaching Plan Volume 1 Model essay: Colorful Art.
Teaching objectives 1. Remembering and Understanding: Through the study of this course, students can understand and master the artistic achievements from the pre-Qin Dynasty to the Southern and Northern Dynasties: chime bells in the Warring States, Terracotta Warriors and Horses in Qin Shihuang's Mausoleum, Preface to Lanting by Wang Xizhi, Gu Kaizhi, A Picture of Women's History and a Picture of Luoshen.
2. Ability and methods: By guiding students to appreciate the chimes of the Warring States, the Terracotta Warriors and Horses of Qin Shihuang's Mausoleum, the preface to Lanting, the illustrations of women's history, and the illustrations of Luoshen, students' artistic appreciation ability is cultivated; By discussing the value of historical relics, we can cultivate students' ability to analyze and evaluate history.
3. Emotion, attitude and values: Stimulate students' national pride and sense of identity with China culture by learning excellent artistic achievements; Through the appreciation of artistic works, cultivate interest and cultivate students' consciousness of discovering beauty, feeling beauty, pursuing beauty and creating beauty; Through the analysis of the causes of outstanding artistic achievements, students can realize that human creativity is the fundamental driving force of historical civilization and historical progress.
Emphasis and difficulty in teaching
Focus: chimes in the Warring States Period, Terracotta Warriors and Horses in the Mausoleum of Qin Shihuang.
Difficulties: Wang Xizhi and Gu Kaizhi's achievements in painting and calligraphy and the artistic value of the Terracotta Warriors and Horses in Qin Shihuang's Mausoleum.
Preparation before class
Collect stories about the Terracotta Warriors and Horses of Qin Shihuang Mausoleum and Wang Xizhi before class.
Teaching step
On Teachers' Activities and Students' Activities
First, the introduction of new courses.
Ask the students who have studied art, music and calligraphy? Do you know any important works of art, musical instruments and calligraphy in China? And introduce this lesson.
Second, the chimes in the Warring States Period
Guide students to read, observe and talk about their findings.
Draw the story of students telling intimate friends. Understand the musical achievements in the Spring and Autumn Period and the Warring States Period.
Third, the Terracotta Warriors and Horses of Qin Shihuang's Mausoleum
Read the textbook first, observe the pictures in the book and talk about your own ideas.
The teacher put the main points of knowledge into the textbook. Highlight its lofty position in sculpture.
Fourthly, Wang Xizhi's calligraphy
Look at the textbook and implement the knowledge points.
Observe the copybook carefully and let the students speak freely.
Tell the story of Wang Xizhi with two students.
On wang xizhi's character.
Verb (abbreviation of verb) Gu Kaizhi's paintings
Read the textbook and find out the main points.
The teacher explains and guides the students to observe two famous paintings and experience them.
Add "three musts".
2. The first volume of the seventh grade history teaching plan: literature, history and religion.
Teaching goal of memory and understanding: remember the author and writing year of Historical Records, and understand its style, achievements and influence. Understand the introduction of Buddhism into Chinese mainland and the establishment of Taoism.
Ability and Methods: By guiding students to observe Qu Zi Xing Yin Tu, students' observation ability and imagination ability are cultivated. By guiding students to analyze the reasons for Sima Qian's great success in historical research, students' ability of inquiry, analysis and induction is cultivated. By guiding students to analyze the causes and influences of the rise of Taoism and Buddhism, students' ability of historical analysis and evaluation is cultivated.
Emotion, attitude and values: Through study, students can realize the splendor and richness of China's ancient culture and form a sense of national pride. By studying "the great poet Qu Yuan", the students were educated in patriotism. Understand Sima Qian's creative process and learn from his persistent enterprising spirit for the success of his career. Through the study of "The Rise of Taoism and the Spread of Buddhism", students can correctly understand the difference between religion and religious culture and understand the diversity of ancient civilizations in China.
Emphasis and difficulty in teaching
Focus: The main achievements of historian Sima Qian.
Difficulties: The reasons for the spread of Buddhism and Taoism in China and its influence on the social development of China.
Prepare before class Collect legends and stories about Qu Yuan and Sima Qian before class.
Teaching step
First, the introduction of new courses.
1, the origin of eating zongzi and rowing dragon boats.
2. After the death of our local people, how do we pay homage?
Second, the great poet Qu Yuan.
1. Guide the students to read the textbook, and then get up and introduce Qu Yuan's life story.
2. According to the students' own understanding, knowledge and book introduction, talk about Qu Yuan's achievements.
3. Teachers summarize and highlight their great achievements (world cultural celebrities, translated into many languages). Why do people commemorate Qu Yuan?
Third, Sima Qian and Historical Records
1, get down to business, and point out Sima Qian and his historical records. Draw students to introduce Sima Qian's life story.
2. Guide students to read the fine print, observe the illustrations in the book, and discuss, think and summarize "Why did Sima Qian write this book?"
3. Q: What kind of book is Historical Records? Students read textbooks and think carefully, especially those who know the general history of biographies.
4. Guide students to understand the general history of biographies.
Fourthly, the introduction of Buddhism.
1, guide students to read the textbook and grasp the main points.
2. Introduce the teachings of Buddhism. Let the students think, why is Buddhism popular in China? Can you give an example to illustrate the far-reaching influence of Buddhism on China?
Verb (abbreviation of verb) the rise of Taoism
Guide students to read textbooks. Find out the knowledge points.
Briefly introduce the teachings of Taoism, and let students talk about the reasons for the spread of Taoism.
3. The seventh grade history teaching plan Volume I model essay: Early human beings in China.
Memory and understanding of teaching objectives: remember the times and places where Yuanmou people, Beijingers and cavemen lived; Know the physical characteristics of Beijingers; Understand the characteristics of the tools they use and the way to obtain their living materials; Understand the meaning of primitive people using fire.
Ability and methods: Cultivate observation ability by looking at pictures; Cultivate the ability to recreate imagination by imagining the life scenes of primitive people; By comparing Peking man, ape man and modern man, help students learn to learn history by comparative method.
Emotion, attitude and values: understand the long history of Chinese civilization and carry out patriotic education; Understand the role of labor in human evolution and carry out education on labor concept; Understand the living environment of Beijingers and cavemen, and understand the relationship between man and nature.
Teaching emphasis and difficulty: Beijingers; Difficulties: the position of Yuanmou people, the imbalance of Beijingers' bodies, and the basis of artificial fire in caverns.
teaching process
First, the introduction of new courses.
The introduction of the book, as a member of the scientific investigation team, examines the early human life in China. Ask students to read the text for the first time, observe the map of early human activities in China and design the investigation route (in a certain time sequence). Stimulate students' interest in participation.
Actively participate in the route design and inspection, and get a preliminary understanding of the sequence.
Second, Yuanmou people
Ask the students to read and find out "Why is Yuanmou? (at the same time, solve the origin of the names "Beijingers" and "Lantian people") "The age and region of life? "
Survey: "As a scientist, how do you know that he is human?" "What is the significance of Yuanmou's discovery?"
The teacher summed it up. Transition: Not many remains of Yuanmou have been excavated. Next, we will focus on Beijingers.
Students read, study hard and experience the feeling of investigation.
Third, Beijingers.
Let the students look at the textbook and see from what aspects to investigate Beijingers. Age of life, region, environment, physical characteristics, use of tools, use of fire, etc. )
Question: What conditions do you think are (not) suitable for human survival?
Compare physical characteristics (observe real people and compare).
What's the difference between paleolithic and natural stone? How to make stone tools? Stone tools in reading. What are they used for? How to get food? What is the basis?
How do you know that Beijingers use fire? How did you catch fire? How to preserve kindling? What's the point of using fire?
The teacher summed up the contents of this project and explained that the site of Peking Man is the richest ancient human, and it was named as "World Heritage List" by UNESCO at 1987.
Activity: Imagine how Beijingers spend their day.
Students should first set up an overall image when reading.
Then, we made a survey (reading, observation, analysis, summary, speech and other activities) respectively.
Increase students' pride.
Fourth, cavemen
About 200,000 years later, in the place where Beijing lived, a much more advanced primitive human appeared-this is the "Neanderthal".
Guide students to investigate which aspects of cavemen are better than Beijingers (which aspects should be paid attention to and summarized into a list).
Key investigation: How do you know they will make a fire artificially? How do they drill holes?
Verb (abbreviation of verb) gains and doubts
Our scientific research today is over. What have you gained?
What other questions are there?
4. The first volume of the seventh grade history teaching plan is a model essay: the dispute between the Spring and Autumn Period and the Warring States Period.
Teaching objective: 1. With the help of the unique charm of local history-the history of Qi State, students' interest in learning is stimulated, and they feel that history is not far away, and history is around. It is essential to train students to actively explore, be good at collecting and processing information, guide students to actively participate in classroom teaching, form their own feelings, attitudes and values, and understand the ongoing reforms in various countries.
2. By studying the process of Qi Huangong, Jin Wengong and Gou Jian, the King of Yue, the students realized that the prosperity of a country depends on governance, and prosperity depends on clear goals and perseverance. Promoting people is the key to rejuvenating the country.
Emphasis and difficulty in teaching
1, the focus of this lesson is Qi Jin's hegemony. Qi hegemony embodies the political and military characteristics of great power hegemony. Both countries have achieved rich Qiang Bing through reform. Qi Jin achieved hegemony by virtue of political power. Therefore, the relationship between reform and power, and the interactive influence of political struggle and military struggle are of great significance for understanding and grasping the characteristics of dynasties in the Spring and Autumn Period and the Warring States Period.
The difficulty of this lesson is the difference between the hegemony war in the Spring and Autumn Period and the annexation war in the Warring States Period. The expression that the six eastern countries can no longer resist Qin Jun's attack implies the trend of historical unification, and students should be guided to analyze and understand it.
teaching process
Introduction: Students, we were born in Shandong and grew up in Zibo, a land of Qilu, with rich products and outstanding people. Who can tell me why Shandong is called Qilu land? In which historical period did the ancient capital of Qi appear? Lead to the topic.
Q: When did the Eastern Zhou Dynasty begin? What are its two historical periods? Why was it named Spring and Autumn Period and Warring States Period? (Obviously, the Spring and Autumn Period and the Warring States Period are two historical periods)
First, the spring and autumn hegemony.
(a), the first overlord Qi Huangong.
Display historical data:
"King Ping, move eastward to Luoyi to avoid Rongkou. At the time of Wang Ping, Zhou Shi declined, and the princes were strong and weak. Qi, Chu, Qin and Jin began to grow, and the government was ruled by Fang Bo. " -"Historical Records Zhou Benji"
Reading material answer:
1. Why did the princes strive for hegemony in the Spring and Autumn Period? (According to the material, the decline of the royal family)
2. What were the main overlords in the Spring and Autumn Period? Who first dominated the Central Plains?
3. If you are Qi Huangong, what should you do to achieve hegemony? Let students act as counselors and give advice to Qi Huangong. Discuss in groups and choose representatives to speak.
The teacher encouraged the students to speak, and then made a summary.
(1) Qi is in the east, rich in fish salt. Show the map of the Spring and Autumn Period, indicating the location of Qi State.
② Appoint Guan Zhong and reform internal affairs. (Insert "Guan Zhong and Qi Huangong" and ask: Do you know the story of Guan Zhong and Qi Huangong? Talk about your views on Qi Huangong. )
(3) expand the border with the call of "respecting the king and resisting foreign countries". What do you mean by "respecting the king and rejecting the foreign countries"?
Transition: After Qi Huangong, Jin and Chu participated in the hegemony. Several confrontations between Chu Jin and its allies in the Central Plains lasted for more than 100 years, which was the most spectacular scene in the Spring and Autumn Period.
(2) Chu Jin seeks hegemony.
1. What is the hegemony situation between the two countries? Who can talk about it? (Cultivate students' ability to summarize historical events and express them orally)
2. What was the battle to establish Jin Wengong's hegemony?
3. Why did Jin Jun win at a disadvantage?
4, think about the Spring and Autumn Period, the State of Qi and the State of Jin were able to quickly and powerfully * * * what is the reason? What are the historical revelations today?
5. In addition to the hegemony of the Central Plains countries, which other countries in the South have also joined the hegemony war?
6. Have you heard the story of "sleeping on salary and savoring courage"? What inspiration did it give you?
During the Spring and Autumn Period, the vassal states fought more than 400 wars. By the end of the Spring and Autumn Period, the initial number of 100 vassal states had drastically decreased to more than 20. By the Warring States period, there were only seven men. What does this mean? Show me the situation map during the Spring and Autumn Period and the Warring States Period. This question is a bit difficult. Please refer to the map and discuss before you answer. )
Second, the Warring States Seven Heroes:
During the Warring States period, the seven chivalrous men coexisted. Show the schematic diagram of the Seven Heroes in the Warring States Period. Let the students observe their geographical position and tell what their characteristics are. (The teacher summed up the formula: "Chyi Chin Chu Zhao Yan Wei Han, southeast northwest to the middle", which countries have changed? Who can show me this picture? (If the students can answer "Three clans divided into Jin" and "Tian's generation of Qi", there is no need to explain. )
1. The Warring States period is an era of talented people. Students learned about the battle between Guiling and Maling from the introduction of Sun Juan, a military strategist, in the Ghost Valley Cave in Zitong Mountain, his hometown.
2. Please think about how a country can avoid being destroyed in such an environment.
If you were a prophet at that time, please predict the trend (or historical development trend) of the Warring States period. Which country is most capable of dominating history?
4. How was the situation of the Seven Heroes of the Warring States broken? What was the reason why Qin won the battle of Changping?
5. The seventh grade history teaching plan Volume I Model essay: The Rise and Fall of Xia, Shang and Zhou Dynasties.
Knowledge goal of instructional design (1)
Understand the inheritance of Xia, Shang and Western Zhou dynasties, have a basic understanding of the establishment time, founder, extinction time and national subjugation of each dynasty, and master the enfeoffment system of the Western Zhou Dynasty.
(2) Ability goal
Learn this lesson to cultivate students' ability to consult materials, identify historical maps and cooperate. By guiding students to learn and master basic knowledge, it is concluded that the ruling attitude of Xia and Shang rulers directly affects the survival of the country. Cultivate students' ability of comprehensive analysis, generalization and induction.
Emphasis and difficulty in teaching
1. Key points: Understand the establishment of Xia Dynasty and the enfeoffment system of Western Zhou Dynasty.
2. Difficulties: Understanding the Western Zhou Dynasty enfeoffment system.
teaching process
teaching process
1, introduce a new lesson
Review what you learned last class and introduce new courses. "I studied the related content of primitive society. At the end of primitive society, in 2070 BC, Yu established the first calendar country in China-Xia. Since then, slavery has been established in China. "
Step 2 learn new lessons
Through preview, students have a general understanding of the contents of Xia, Shang and Zhou Dynasties. Then you can have a clear grasp on the whole by filling in the historical reappearance table.
I. Xia Dynasty
1, date of establishment: 2070 BC 2, capital: Yangcheng 3, founder: Yu.
After Yu's death, he passed the throne to Qi, and the hereditary system replaced the abdication system.
The last king of Xia Dynasty was Jie.
Second, Shang Tang destroyed the summer and King Wu attacked the Tang Dynasty.
1. BC 1600, Tang led tribal businessmen to destroy the summer.
2. The last king of Shang Dynasty: Zhou (tyrant), and severe punishment was a "brand".
Zhou Wuwang succeeded to the throne. BC 1046, Zhou and Shang fought in Konoha, Shang Dynasty perished and Western Zhou Dynasty was established.
Third, the Western Zhou Dynasty implemented the enfeoffment system politically. In the late Western Zhou Dynasty, the political situation was chaotic, and Chinese people violently moved out of Zhou Liwang, which led to the demise of the Western Zhou Dynasty in 77 1 BC.
3. Class summary:
Multimedia show the historical coordinate map and summarize the content of this lesson.
4. Develop thinking
This is the key content of this lesson. The remnants of Xia Jie and the violent rule of Shang and Zhou Dynasties aroused strong resistance from the people. Under the guidance of the teacher, the students discuss in groups first. Students can also draw cartoons, tell stories and write poems, and all forms that can express their views can be used to serve themselves. They can boldly explore forms, let a hundred flowers blossom and a hundred schools of thought contend.