Lay a solid foundation and cultivate students’ abilities. The following is the fourth unit of the seventh grade history lesson plan I brought. I hope it will be helpful to you.
Unit 4 Separation of Regimes and National Integration Lesson 18 The Three Kingdoms
Knowledge and Abilities
Based on the basic characters, events, time and information appearing in the texts in the textbook The prompts are requirements for students to master
knowledge; others only require general understanding.
Process and Method
1. Train students’ preliminary application ability of historical materialist viewpoints and methods from multiple perspectives;
2. Combine reading, The comprehensive thinking ability, originality and sensitivity of listening and memorizing materials are the cultivation of thinking quality; 3. The training of oral expression ability.
Emotional attitudes and values ??
1. Critically inherit the morality and spirit of Cao Cao and Zhuge Liang;
2. Understand the rise and fall of the country, personal achievements, personal success and failure reason.
Key points: The Battle of Chibi and the situation of the Three Kingdoms
Difficulties: The role of historical figures and the people are the driving force for creating history.
Methods and methods Comprehensive heuristic teaching centered on discussion
Teaching aids atlas, multimedia related to the Battle of Guandu, Red Cliff, Three Kingdoms Tripod Map
[Lecture Process]
1. Review and ask questions about the content of the previous section
2. Introduction to the new lesson:
Today we study Lesson 21 The Three Kingdoms, which is like a The three legs of the round tripod stand like the Three Kingdoms distributed on the land of China. Today we *** will discuss the content of this lesson together.
3. Talk about the new lesson:
Which three countries are the Three Kingdoms? Students know it, but they may not be clear about it. Please look through the textbook to find out about the Three Kingdoms Ask a classmate to tell you about the establishment period.
In 220, Cao Pi established the Wei Kingdom, with the capital at Luoyang; in 221, Liu Bei established the Shu Kingdom, with the capital at Chengdu;
In 222, Sun Quan established the Wu Kingdom, with the capital at Jianye.
[Play the theme song of the multimedia "Romance of the Three Kingdoms" as the water of the Yangtze River rolls eastward, and the waves wash away the heroes. Right or wrong, success or failure turns into nothing; the green hills are still there, and the sunset turns red several times. Right or wrong, success or failure is nothing, and turning around
may lead to gains or losses. This principle is prominently displayed in the two major battles of the Battle of Guandu and the Battle of Chibi.
Both these two major battles have the protagonist Cao Cao. Probably the students are also very interested in Cao Cao. First, find out the era of these two battles from the text. (The Battle of Guandu was in 200, and the Battle of Chibi was in 208.) In the two battles that were only eight years apart, what about Cao Cao? The former defeated the many with less, and the latter lost with the less. Why is this? Please comment, let’s start with Let’s talk about the Battle of Guandu.
(Allow a period of time for students to prepare, and then the students will speak and tell the story.)
In 208, the coalition forces of Sun and Liu faced off against Cao Cao in Chibi on the Yangtze River. Please talk about Cao Cao, who had the upper hand in this battle. What are his weaknesses? What happened in the Battle of Chibi and what was the outcome?
(Watch the multimedia poem Da Jiangdong Goes East first. ?, then the students will speak)
Next, let’s learn about the economic development of the three kingdoms of Wei, Shu and Wu.
4. Summary. Display a collection of knowledge points in the courseware
5. Class discussion: The difference between Cao Cao in opera and Cao Cao in history. Play multimedia materials, opera materials and start discussions.
Finally, the teacher summarized and pointed out how to evaluate Cao Cao.
(The evaluation of Cao Cao’s life has been an issue that has been debated for more than 1,000 years. Cao Cao’s philosophy of life is that he would rather teach me to let the world down than to teach the world to let me down, but he cherishes talents and never fails to do so. He was selected from the lower levels and won over from the enemy; he also valued culture and was a great poet himself. His contribution to unifying the north cannot be underestimated. Some people say that he is a traitor and a traitor. It is wrong. Anyone who has the ability should be praised. Emperor Luo Guanzhong regarded the Han Dynasty as the orthodoxy. Under the influence of "The Romance of the Three Kingdoms", Cao Cao became a white-faced traitor on the stage. This is unfair)
Lesson 19 Development of the Jiangnan Region<. /p>
Teaching objectives
Through the study of this lesson, students can understand the general context of historical development from the end of the Three Kingdoms to the Southern Dynasties: including the rise and fall of the Western Jin Dynasty, the inward migration of ethnic minorities, and the simple concept of the Eastern Jin Dynasty , the Battle of the Former Qin Dynasty and Feishui, and the simple concepts of the Southern Dynasties. What is more important is to understand the economic development status of my country's Jiangnan region during this period through the study of this course.
Key points and difficulties
The Battle of Feishui and the development of the Jiangnan area are the key contents of this lesson
The development of the Jiangnan area is still the difficulty of this lesson.
Teaching method, discussion method, question guidance method
Study method guides students to clarify the basic clues of this lesson.
Teaching methods multimedia
Teaching aids atlas, multimedia related to the Battle of Feishui
[Teaching design]:
1 Review questions Section content: The basic situation of the establishment of the Three Kingdoms
2 Introduction to the new lesson:
Review the content of the class and think about it: Can the Three Kingdoms stand for a long time? Why? (Students express their own opinions)
3 New lessons taught:
1. The rise and fall of the Western Jin Dynasty and the various ethnic groups that moved inland
Since the Three Kingdoms could not last long, how did it end? (Student reading Think and answer)
Tell me, how was the Western Jin Dynasty established? Did this regime last long?
Think about it: Why was the Western Jin Dynasty a short-lived dynasty? (Student discussion, Leading to the internal migration of ethnic minorities)
Analysis: The significance of internal migration of ethnic minorities. (Extracurricular extension)
Two: The Battle of Feishui
Using the idiom, the story of "every tree and grass" leads to the Battle of Feishui.
Students read and answer: The two warring parties in this battle, their respective military strength, and the final result
How? What was the situation of the north and the south after the war? This leads to the establishment of the Eastern Jin Dynasty and the Southern Dynasty.
Think about it: Fu Jian had 800,000 troops, but he could not unify Jiangnan. Why?
3. Development of the Jiangnan area
According to you Based on what you have seen and heard, which region in China, the south or the north, do you think is more economically developed today?
Has the south been more developed than the north since ancient times? Take a look at the economic development of the south in ancient times. Show the materials (Material 1: See the textbook prompt box. Material 2, see textbook P129.)
Use your brain: What is the difference between the Jiangnan during the Southern Dynasties described in "Song Book" and the Jiangnan described by Sima Qian, and why Will there be such a result?
It leads to the favorable conditions (geographical conditions, political conditions) for the development of Jiangnan area and the performance of Jiangnan economic development.
4. Summary of the whole lesson: guide hands-on students to sort out the historical clues of this lesson.
5. Homework setting: Think about it, why was the Jiangnan area developed during the Wei, Jin, Southern and Northern Dynasties?
6. Activities and research: The Battle of Feishui is part of previous history Which wars in the past are similar? Do the experiences and lessons gained in these wars have any reference significance for modern warfare? Why?
Lesson 20: The Great Integration of Nationalities in the North
Teaching Objectives
1. Knowledge and skills: Through the study of this course, students can understand the reasons, content and role of Emperor Xiaowen's reforms in the Northern Wei Dynasty, and improve students' ability to comprehensively analyze historical issues.
2. Process and methods: Ask questions at all levels to inspire and activate students' curiosity and thirst for knowledge, and break through key and difficult learning through cooperative learning, discovery learning, inquiry-based learning and other methods.
3. Emotional attitudes and values: The great integration of the northern ethnic groups promoted by Emperor Xiaowen’s reforms in the Northern Wei Dynasty is in line with the development trend of the times, thus initially establishing the historical values ??of maintaining national unity and the reunification of the motherland.
Key points and difficulties
Focus: The reforms of Emperor Xiaowen of the Northern Wei Dynasty
Difficulties: How did the reforms of Emperor Xiaowen of the Northern Wei Dynasty accelerate the integration of the northern nations?
Discussion of teaching methods - guidance - activity inquiry method
Teaching methods multimedia
Teaching aids atlas, multimedia related to the reform of Emperor Xiaowen of the Northern Wei Dynasty
[Teaching process]
1. Review questions
How many dynasties have southern my country experienced since 420 AD? Where is the capital? What is the general name in history?
2. Introduction of new Lesson
During the period when the Northern Wei Dynasty ruled the north, the pace of national integration further accelerated. What was the reason? What role did the famous reform of Emperor Xiaowen in history play in the process of national integration? Today’s lesson These questions must be answered.
3. Discussion of the new lesson: Question: What was the state of the North after the Battle of Feishui?
Question: Which regime ended the chaos in the North? (Student answer ) was the Northern Wei regime established by the Tuoba tribe of Xianbei.
1. Do you know how the north was unified and integrated?
Now everyone reads the text and solves the following questions in groups, and each study group can also propose more ideas based on the theme. Let us discuss and solve interesting questions together? (Time: five minutes)
How did the Xianbei people rise? How was the Northern Wei regime established? How did the Northern Wei unify the north? When did it happen? ?Use the graphic materials in the text to talk about the impact and impact this change has had on all aspects of your life.
2. Why did the Northern Wei regime move the capital?
Think about whether Emperor Xiaowen’s ministers would agree to move the capital? If not, think about what Emperor Xiaowen would do What reasons did you use to convince the ministers? After the Northern Wei Dynasty moved its capital to Luoyang, as a tourist, can you talk about the great changes that took place there?
3. Emperor Xiaowen’s reform measures
A: The government stipulates that officials receive salaries on a quarterly basis and corruption is strictly prohibited;
B: The government allocates the land it controls to farmers, and the farmers pay taxes to the government and bear certain corvee and military service;
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C: Emperor Xiaowen of the Northern Wei Dynasty moved the capital to Luoyang in 494, and required the Xianbei people to adopt Han surnames, learn to speak Chinese, wear Han clothes, and advocated intermarriage with the Han people.
Significance: The reforms of Emperor Xiaowen of the Northern Wei Dynasty were conducive to the recovery and development of the northern economy, accelerated the feudalization process of various ethnic groups in the north, and promoted the integration of northern ethnic groups. Emperor Xiaowen was an outstanding minority political reformer in ancient my country.
Today we look back and see, among the 56 ethnic groups in our country, are there any Xianbei people? Where did they go? Why did the Xianbei people disappear? Think about this, Emperor Xiaowen’s reforms What inspiration and emotion has it left for our life and reform today?
4. Study section: After the Northern Wei Dynasty unified the north, a trend of great ethnic integration emerged in the Yellow River Basin. Emperor Xiaowen followed this trend and carried out reforms in the area under his rule, which accelerated the feudalization process of various ethnic groups in the north and further promoted the integration of ethnic groups.
5. Homework
1. Which ethnic minority established the regime in the Northern Wei Dynasty [ ]
A. Jie B. Xianbei C. Di D. Xiongnu
2. In what aspects did Emperor Xiaowen of the Northern Wei Dynasty carry out reforms?
3. Think about it, during the Three Kingdoms, Two Jins, Southern and Northern Dynasties, how many times did northern China unify?
6. Activities and Inquiries
Read the free reading cards in the textbook and look for: In today’s daily life, what other phenomena influence each other between Han people and ethnic minorities? Write one Micro history special report.
Lesson 21 The culture of the Wei, Jin, Southern and Northern Dynasties as a link between the past and the future (1)
Teaching objectives
(1) Knowledge and ability:
It represents the scientific and technological achievements in mathematics, geography and agriculture during the Wei, Jin, Southern and Northern Dynasties. Cultivate students' comprehensive induction ability and practical ability.
(2) Process and Methods
This lesson always runs through students’ collaborative learning in inquiry groups, with thought-inducing teaching as the main line.
(3) Emotions, Attitudes and Values
Through learning, students can understand that hard work is the secret to success, and cultivate students' innovative thinking and innovative consciousness.
Teaching focus, difficulties and solutions
Zu Chongzhi and pi are the focus of this lesson. Pi and its calculation involve complex mathematical concepts and methods, which is the difficulty of this course.
Teaching methods Multimedia-assisted teaching
Teaching and learning methods The teaching method adopts a combination of narrative method and thought-inducing method. Study method: cooperative inquiry and discussion method.
[Teaching aids] Atlas, Zu Chongzhi and pi-related multimedia
[Teaching design]
1. Introduction: Teachers can vividly introduce the information on the moon in the introduction The Chinese are deeply proud of the fact that both a crater and an asteroid in the solar system are named after Zu Chongzhi (blackboard writing topic)
2. Teaching new lessons:
1. Zu Chongzhi and Pi
The teacher arranged for students to read the textbook carefully, summarize Zu Chongzhi’s main achievements and works in groups, and find out his most important achievements in mathematics. The teacher focused on explaining Zu Chongzhi's outstanding achievements in mathematics, especially in calculating pi: he calculated pi to seven digits after the decimal point, leading the world by nearly a thousand years. Combined with the teaching materials, let students think and discuss what is most worth learning about Zu Chongzhi.
2. Li Daoyuan and "Shui Jing Zhu"
Teachers should explain specifically when describing: Around the Han and Wei dynasties, there was a book in our country based on the national waterways. The geographical work "Shui Jing". Li Daoyuan wrote a comprehensive geographical treatise. This masterpiece has a wide impact on later generations. It has been valued not only by geographers of later generations, but also by archaeologists, historians, farmland irrigation scientists, and writers.
3. Jia Sixie and "Essentials for Elevating the People"
The teacher first introduces Jia Sixie's life and deeds, and then asks students to read the text and summarize the content and evaluation of "Essentials for Elevating the People". The teacher raised a question: Why is "Essentials for Qi Min" said to be an agricultural work that connects the previous and the following? Students are required to answer based on the main text of the textbook and the small print.
3. Summary: Ask two questions: 1. How many outstanding scientists were there during the Wei, Jin, Southern and Northern Dynasties? What outstanding achievements did they have? Guide students to discuss the answers and make the following table
Characters, dynasties, titles, major works, major scientific and technological achievements
Zu Chongzhi, a famous mathematician and astronomer in the Southern Dynasties, has made great achievements in mathematics, astronomy, and mechanical manufacturing. The most outstanding one is the accurate calculation of pi. Calculated to seven digits after the decimal point, it is nearly a thousand years earlier than abroad
Jia Sixie, a famous agriculturist in the Northern Dynasties (Northern Wei and Eastern Wei), summarized the production experience of the working people in northern China and advocated the reform of production technology and tools. , compiled into the first complete agricultural scientific work existing in my country, occupying an important position in the history of world agriculture
Li Daoyuan, an outstanding geographer in the Northern Wei Dynasty, wrote a comprehensive geographical monograph in "Shui Jing Zhu". Taking the waterway system as an outline, it introduces in detail the mountains, rivers, towns, topography, products, customs, and historical monuments in the areas where rivers flow.
4. Homework: After-class thinking questions
Lesson 22 is a continuation of the previous chapter. The culture of the Wei, Jin, Southern and Northern Dynasties (2)
Teaching objectives
1. Knowledge and abilities
The basic knowledge that should be mastered in studying this course mainly includes: Wang Xizhi’s calligraphy ; Gu Kaizhi's paintings; the prevalence of Buddhism and "Theory on the Destruction of Gods"; Yungang Grottoes and Longmen Grottoes.
Through learning, students’ appreciation and comprehensive abilities are cultivated.
2. Process and methods: Pay attention to inquiry guidance and cultivate students’ habits of independent learning.
3. Emotional attitudes and values
Grotto art is the essence of Chinese culture, and its achievements are worthy of the pride of the Chinese nation, thereby deepening the love for the motherland.
Key points and difficulties
The focus of this lesson is Wang Xizhi’s calligraphy, Gu Kaizhi’s paintings, Yungang Grottoes and Longmen Grottoes.
The difficulty lies in the art of calligraphy and painting.
Teaching aids atlas, Zu Chongzhi and pi-related multimedia
[Teaching Design]
1. Introduction of new courses
Wei, Jin, Southern and Northern Dynasties period , social unrest will inevitably be reflected in people's thoughts. Artists use their strengths to reflect and record that history. Today, let’s learn about the artistic achievements of the Wei, Jin, Southern and Northern Dynasties.
2. Teaching new lessons
(Blackboard writing) 1. The brilliant art of calligraphy and painting
Wang Xizhi was the most famous calligrapher in the Eastern Jin Dynasty and one of the most famous calligraphers in my country. A superstar in the calligraphy art world in history, he was later called a calligrapher. People praised his words as floating as floating clouds and as powerful as a startling dragon. His representative calligraphy works include "Lanting Preface". "Lanting Preface" is known as the best running script in the world.
Since ancient times, calligraphy and painting have not been divided into different families. During the Wei, Jin, and the Northern and Southern Dynasties, calligraphy art flourished. There were also many talents in the art of painting. The most famous one is Gu Kaizhi of the Eastern Jin Dynasty. So far, only three copies of "Pictures of Admonitions of Women's History", "Pictures of Luo Shen Fu" and "Pictures of Lienu" have been handed down.
In terms of painting techniques, Gu Kaizhi’s works mainly use smooth and long lines to shape human figures. The ancients described his lines as spring silkworms spinning silk, his figures lifelike and his layout rigorous.
(Written on the blackboard) 2. The popularity of Buddhism and "The Theory of the Destruction of Gods"
(Students will answer questions after reading the text)
① Buddhism in the Wei, Jin, Southern and Northern Dynasties What are the reasons for its popularity?
② In what two aspects does the popularity of Buddhism manifest itself?
Buddhism was introduced to my country from ancient India at the end of the Western Han Dynasty, and gradually became popular during the Wei, Jin, Southern and Northern Dynasties. . On the one hand, the reason is that due to the long-term war and the cruelty of rulers of various ethnic groups, many people seek spiritual sustenance.
Fan Zhen, a great materialist thinker in ancient my country. In 508, Fan Zhen wrote "The Theory of God's Destruction". What is the main point of Fan Zhen's "The Theory of God's Destruction"? (Students read the book and answer)
The main point of "The Theory of God's Destruction" is: Human's The spirit and the body are combined with each other. With the body, there is the spirit; when the body dies, the spirit also disappears.
"The Theory of the Destruction of Gods" plays an important role in the history of ancient Chinese thought. It is a precious cultural heritage.
(Written on the blackboard) 3. Brilliant Grotto Art
Grotto art includes stone carvings, murals and statues. It originated in ancient India and was introduced to my country with Buddhism. The most famous ones during the Southern and Northern Dynasties were the Yungang Grottoes and Longmen Grottoes.
The Yungang Grottoes and Longmen Grottoes are a fusion of Chinese and Indian Buddhist art. They are the crystallization of the combination of Chinese and foreign art. They are world-famous art treasure houses and world-famous cultural heritage.
IV. Summary
The Wei, Jin, Southern and Northern Dynasties were a period of great development of culture and art in our country, with brilliant achievements. These cultural achievements play a connecting role in the history of the development of culture and art in our country.
5. Organize student discussions
If you are a cultural relic protection expert, how do you plan to keep the artistic charm of Yungang Grottoes and Longmen Grottoes forever?