2020 "Disputes in the Spring and Autumn and Warring States" lesson plans
The Spring and Autumn Period and the Warring States Period are two periods, with the Spring and Autumn Period preceding and the Warring States Period following. The Spring and Autumn Period and the Warring States Period together are the Eastern Zhou Dynasty. Next is the lesson plan design of "The Struggles in the Spring and Autumn and Warring States" that I compiled for you. I hope you like it! "The Struggles in the Spring and Autumn and Warring States" lesson plan 1
In terms of knowledge: The Eastern Zhou Dynasty is divided into two periods: the Spring and Autumn Period and the Warring States Period; the Spring and Autumn Period; The beginning and ending dates of the Warring States Period; the "Five Hegemons of the Spring and Autumn Period"; the decline of the Zhou royal family in the Spring and Autumn Period; the dominance of Duke Huan of Qi; the struggle for hegemony between Jin and Chu and the Battle of Chengpu; the beginning and ending dates of the Warring States Period; "The Seven Heroes of the Warring States Period"; the Battle of Guiling and Maling The Battle of Changping and the Battle of Changping.
Ability: Through students’ study of the process of Qi’s power and hegemony, students are asked to think about why Duke Huan of Qi was able to dominate in the first place, thereby cultivating students’ ability to understand historical knowledge. Through the specific analysis of the wars of wars between princes, students can gradually understand the role of wars among princes and realize that the wars between princes are a prominent political manifestation of the disintegration of our country's slave society. Although it has brought serious disasters to the working people, it has the ability to accelerate the pace of unification and promote The positive role of national harmony; thus cultivating students' ability to understand historical knowledge and initially use the historical materialist perspective to observe and analyze problems.
Ideology: Through comparative analysis of the reasons why Qi and Jin dominated, students will realize that reform is the fundamental reason why vassal states became powerful.
Teaching
Key points
The essence and historical role of Duke Huan of Qi’s dominance and the struggle among princes for hegemony.
Teaching
Difficulty The essence and historical role of the princes’ struggle for hegemony is the difficulty.
Teaching resources
Resource preparation
Courseware
Teaching activity process design
Introduction of new courses
The teacher first reviews and asks questions. In the previous lesson, which dynasty did we study? What were the social nature and development stages of these dynasties? On the basis that students can answer correctly, the teacher summarizes and introduces the new lesson. History is constantly moving forward. After the Western Zhou Dynasty, there was the Eastern Zhou Dynasty. The Eastern Zhou Dynasty can be divided into two periods: the Spring and Autumn Period and the Warring States Period. This was a period of the disintegration of slave society and the formation of feudal society. It was a period of great social turmoil and change. What we are going to study today is the history of the Spring and Autumn Period and the Warring States Period.
1. The development stages and main characteristics of the Eastern Zhou Dynasty
In 770 BC, the Eastern Zhou Dynasty was established. The Eastern Zhou Dynasty is divided into two stages: the Spring and Autumn Period and the Warring States Period. The Spring and Autumn Period from 770 BC to 476 BC was the period of disintegration of my country's slave society; the Warring States Period from 475 BC to 221 BC was the formation period of my country's feudal society.
2. The Five Hegemons of the Spring and Autumn Period
1. The essence of the struggle between princes for hegemony
The teacher first presented a comparison table about the changes in the Western and Eastern Zhou Dynasties
Name
Land
Military strength
Financial and material resources Population
Relationship between the emperor and the princes
Western Zhou Dynasty
The Zhou royal family directly administered the land about a thousand miles from Haojing to Luoyi
The royal family directly administered more than 140,000 troops
It had a large population and rich resources. "Disputes in the Spring and Autumn Period and the Warring States Period" Lesson Plan 2
1. Understanding the Curriculum Standards
The content of this lesson mainly includes: several famous overlords in the Spring and Autumn Period and the famous wars for hegemony and the Warring States Period. Seven heroes. Among them, several famous overlords and famous hegemony wars are the focus of this lesson. The different characteristics and impacts of the Spring and Autumn Hegemony War and the Warring States Merger War are the difficult points. The textbook describes the series of changes in this period in detail from military, economic, political, cultural and other aspects, while this lesson focuses on describing military disputes. This period of history is wonderful in terms of its content; in terms of its status, it plays a connecting role in the historical system.
2. Analysis of textbook content
Knowledge and ability
1. Knowledge objectives: Understand the connotation of the concept of the Eastern Zhou Dynasty and the historical stages of the Spring and Autumn and Warring States periods. List the names of the Five Hegemons of the Spring and Autumn Period and the Seven Heroes of the Warring States Period. Knows about the struggle for hegemony between Duke Huan of Qi and the struggle between Jin and Chu, as well as the battles of Maling and Changping.
? 2. Ability goal: Cultivate students’ ability to collect and organize information. Ability to compare, evaluate, and analyze historical issues. Use your imagination to reshape historical figures. Read the situation maps of the Spring and Autumn Period and the Warring States Period, and learn the basic skills of reading historical maps.
Process and Method
Let students observe and analyze the historical phenomenon of war for hegemony, compare the process of Duke Huan of Qi, Duke Wen of Jin and King Gou Jian of Yue establishing their hegemony, summarize historical experiences and lessons, and analyze the struggle for hegemony The war had a profound impact on China.
3. Emotional attitudes and values
Make students realize the importance of talents. Revitalizing people is the key to rejuvenating the country. They must have clear pursuit of goals and perseverance in doing things. In order to succeed, cultivate their awareness of striving to improve their own quality.
3. Analysis of Academic Situation
Sixth-grade students have just entered junior high school from elementary school. They don’t know how to preview before class, how to take notes during class, and how to understand and memorize, let alone impossible. Some historical laws can be drawn from historical facts. Therefore, as the starting grade, the main goal of teaching is to help them complete the solution and transition of the above-mentioned problems faced after primary school to junior high school.
IV. Evaluation plan:
Observe students’ depth of analysis and mastery of the problem through student discussions and exchanges. Formulate classroom test questions based on learning objectives and strive to achieve a classroom test compliance rate of more than 85%. (There are 64 students in the class taught, that is, more than 55 students all answered correctly).
5. Learning objectives:
1. Remember the main overlords in the Spring and Autumn Period, remember the main battles in the Spring and Autumn Period and the Warring States Period, remember the names of the Seven Heroes of the Warring States Period and their names on the map s position. Master the historical stages of the Spring and Autumn Period and the Warring States Period.
2. By studying the historical facts of the Jin-Chu struggle for hegemony and the Yue King Goujian, we understand that a strong country requires innovation, a country relies on governance, and a country's prosperity depends on talents.
3. Understand the situation of the Battle of Guiling, the Battle of Maling, and the Battle of Changping.
VI. Teaching process:
(1) Introduction:
1. Review. After the establishment of the Western Zhou Dynasty, what was an important measure King Wu of Zhou took to consolidate his rule? (Feudal system) What resulted from this? (Princes) What was the king's name changed to? (Emperor)
? 2. The teacher introduced the story of playing with the princes with beacon fire. Question: What inspiration did you get from this?
Summary: These two stories are about dishonesty, which eventually led to serious consequences. The warlord Zhou Youwang shot himself in the foot and became a Rong clan. When the attack really came, the beacon towers that used to alarm the world would lose their power and role. King Zhou You was killed, the Western Zhou Dynasty was destroyed, and Chinese history entered the Eastern Zhou period, that is, the Spring and Autumn Period and the Warring States Period. So now let us take a look at the Spring and Autumn Period and the Warring States Period. Exploration, let’s go back to the age of fighting and iron horses, and *** come to study the seventh lesson "The Disputes of the Spring and Autumn and Warring States Period"
New Professor
Design Intention: Introduced from the story , exaggerate the atmosphere, stimulate students' interest in learning, and actively participate in class.
(2) Independent inquiry
1. Students study the text by themselves based on the tutorial outline.
2. Communicate within the group
First share your findings in the group. If you have any doubts, be sure to ask your classmates!
3. Group Communication
The teacher told the origin of the Spring and Autumn Period and the Warring States Period. Then tell:
The period from 770 BC to 476 BC was the Spring and Autumn Period in the history of our country, and it was also the period of disintegration of our country’s slave society. During this period, the Emperor Zhou lost his former authority, and the status of the Zhou royal family declined. Some larger princes no longer obeyed the emperor's orders, and the emperor instead relied on them. They launched offensives, were aggressive, and constantly fought for hegemony. This kind of struggle for hegemony was the political situation in the Spring and Autumn Period.
Design intention: Know the knowledge points to be mastered in this lesson, and have learning goals. Serve as an outline and guide
(3) Collaborative exploration
1. Students answer who were the overlords who dominated in the Spring and Autumn Period? Then the teacher will give supplementary explanations (emphasis on the pronunciation of the word "huan") and writing method).
Transition: During the Spring and Autumn Period, the princes no longer obeyed the emperor's orders, but continued to engage in melee fighting to become the overlord. Among these overlords, the first one to dominate was Duke Huan of Qi. So how did he become the overlord in the first place?
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2. After the student answered the second question, the teacher concluded: Qi Huangong’s dominance has both objective and subjective factors, which can basically be summarized into three points (1). Excellent condition. (2) Guan Zhong's reforms, (3) clever means? Respect the king and repel the barbarians.
3. Next, the teacher will explain these three reasons. "Disputes in the Spring and Autumn and Warring States" lesson plan three
Teaching objectives
1. To enable students to master the historical stages of the Spring and Autumn Period and the Warring States Period, and to understand the situation and role of the struggle for hegemony in the Spring and Autumn Period and the merger of the Seven Heroes of the Warring States Period.
2. By comparing the characteristics of different eras reflected in the Spring and Autumn Hegemony War and the Warring States War of Merger, cultivate students’ ability to understand history through comparison.
3. By studying the process of establishing hegemony through Duke Huan of Qi, Duke Wen of Jin and King Gou Jian of Yue, students can realize that national prosperity depends on governance. Revitalizing people depends on clear pursuit of goals and perseverance. Revitalizing people is the key to rejuvenating a country.
The teaching focuses on the hegemony of Qi and Jin
Difficulties in conducting the Spring and Autumn Period hegemony wars and the Warring States annexation wars have different characteristics and their historical impact.
Teaching methods are a combination of independent learning, cooperation and communication, demonstration and improvement, and other methods.
Teaching process
Create situations and introduce new lessons
Play the clips of "The Beacon Fire Opera Princes".
Which story is this story similar to that we heard when we were children? (The Wolf is Crying)
Teacher: These two stories tell us that we must be honest in life. After King You of Zhou was killed, King Ping of Zhou moved east to Luoyi in 770 BC, which was called the Eastern Zhou Dynasty in history. What are the two periods of the Eastern Zhou Dynasty? (Introduction to the topic of disputes in the Spring and Autumn and Warring States periods) Why is it called "Disputes"? In this lesson we *** Explore together.
Independent learning, cooperation and exchange
Struggle for hegemony in the Spring and Autumn Period - one after another (770 BC - 476 BC)
1. Reasons for hegemony: (present material analysis) )
Material: King Ping was established, and he moved eastward to Luoyi to evade (avoid) the Rong bandits. During the reign of King Ping, the Zhou Dynasty was in decline, and the princes were strong and weak. Qi, Chu, Qin, and Jin became powerful, and the government was governed by Fang Bo. "Historical Records? Zhou Benji"
Question: What was the reason for the struggle for hegemony in the Spring and Autumn Period? (Based on the material, combined with the second natural paragraph of the text)
2. Famous overlords:
Teacher asked: What do you know about the Five Hegemons of the Spring and Autumn Period? (students spoke enthusiastically)
Teacher summary: The main things we need to master in this lesson are: Duke Huan of Qi, Duke Wen of Jin, and King Zhuang of Chu . (Courseware Demonstration)
How did they become overlords? (Group to study the hegemony process of Qi Huangong and Jin Wengong)
Group presentation:
Qi Huangong ?The first overlord
The teacher asked: Why did Qi Huangong become the hegemon in the first place?
The student representative spoke (as Qi Huangong):
The teacher summarized:
① Superior conditions------close to the sea, rich in fish and salt, rich economy
②Strong strength-------Guan Zhong's reforms, rich country and strong army< /p>
③ Brilliant means -------? Respect the king and repel the barbarians, win the hearts of the people?
What does the teacher mean? Respect the king and repel the barbarians? (Instruct students to read the annotation of "Respect the king and repel the barbarians".) < /p>
Transition: Duke Huan of Qi’s hegemony attracted the attention of the vassal states, and some large vassal states followed suit. The most typical one was the struggle for hegemony between Jin and Chu.
(2) Jin and Chu compete for hegemony? Aim for the Central Plains
The teacher asked: Why did Duke Wen of Jin become the overlord of the Central Plains?
Student representatives spoke (based on the story of Duke Wen of Jin) Identity):
What is the most famous battle between the divisions in the struggle for hegemony between Jin and Chu? (Battle of Chengpu)
There is a famous idiom story in this battle between the divisions? (Stay away from home) )
Think about it:
Think about it, what is the same reason why Qi and Jin were able to become strong and powerful quickly during the Spring and Autumn Period? (Each express their own opinion)
< p> After the Battle of Shichengpu, Jin entered the era of hegemony. The struggle between Jin and Chu lasted for a long time. During the period of King Chuzhuang, Jin was defeated. King Chuzhuang replaced him and became the overlord of the Central Plains.The seventh-grade junior high school history "Disputes of the Spring and Autumn and Warring States" lesson plan design 4.
Objective knowledge and ability: Through learning, focus on mastering the oracle bone inscriptions of the Shang Dynasty, the ancient Chinese calendar and the poet Qu Yuan. Understand the evolution of my country's pre-Qin characters and the achievements of astronomy, calendar, medicine and music.
Process and method: By guiding students to observe pictures, summarize the evolution trends of oracle bone inscriptions, bronze inscriptions, and seal script, and conduct after-class activities and inquiry exercises to cultivate students' ability to observe, imagine and generalize.
Emotional attitudes and values: Through learning, we understand that our country’s working people created a glorious civilization in ancient times, and cultivate our national pride and national self-confidence; through detailed understanding of ancient scientific and technological achievements, we can stimulate interest in learning and cultivate Rigorous academic attitude; educate students on their moral sentiments by studying the poet Qu Yuan. Heavy and difficult points Focus: Oracle bone inscriptions, the Shang Dynasty calendar and the poet Qu Yuan. Difficulties: The structure of oracle bone inscriptions, the ancient calendar and the artistic achievements of "Li Sao". Study plan student activities and teaching design 1. Introduce new lessons and clarify goals:
2. Study alone and complete preview (requirements: read 41 to 45 pages of the textbook, complete preview and memorize.)
3. Communicate difficult problems encountered during independent study within the group.
IV. Classroom display and cooperative inquiry:
1. Group game: Use the current Chinese characters to imagine how the characters "sun", "moon" and "person" in the oracle bone inscriptions should be written? What do you create? What is the basis for the characters? From this, what conclusions can be drawn through the inference activities from "oracle bone inscriptions" to Chinese characters and Chinese characters to "oracle bone inscriptions"? What is the significance of the discovery of oracle bone inscriptions? Discuss in the group.
2. Every year on the fifth day of the fifth lunar month, people eat rice dumplings and row dragon boats. According to legend, who is this to commemorate? What thoughts and feelings does this folk custom reflect?
3 . Have you ever seen a doctor of traditional Chinese medicine see a doctor? How do doctors of traditional Chinese medicine see and treat diseases? We call doctors with excellent medical skills and often say: "The miracle doctor Bian Que brought the dead back to life."
Why do people like it so much? Bian Que?
5. System construction:
6. Memorize the knowledge points of this lesson:
7. Summary and reflection:
8. Detection training:
(1) Single choice
1. Which of the following statements is correct ( )
A. Oracle: Shang Dynasty People carved words on tortoise shells or animal bones. B. Inscriptions in bronze during the Shang and Zhou dynasties were words written with metal pens
C. Large seal script appeared in the Spring and Autumn Period. D. In the Spring and Autumn Period, people used brushes to dip their Ink, written on bamboo slips or silk
2. Today's lunar calendar, also called "Xia Li", is said to come from ( )
A. Xia Dynasty B. Shang Dynasty C. Spring and Autumn Period D. Warring States Period
3. The famous doctor during the Spring and Autumn Period and Warring States Period was ( ) A. Hua Tuo B. Zhang Zhongjing C. Bian Que D. Li Shizhen
4. Reflects the comparative development of ancient Chinese music The high level is ( )
A. Simuwu Ding B. Mawangdui silk paintings C. Qin terracotta warriors and horses D. Hubei Suizhou chime