Curriculum standard requirements
1. Feel the changes around you, understand the great changes brought to the country and society by the reform and opening up and the development of the socialist market economy led by China * * * Production Party, and know that Marxism-Leninism, Mao Zedong Thought, Deng Xiaoping Theory and Theory of Three Represents are the guiding ideology for building Socialism with Chinese characteristics. (Curriculum Standard 3.4. 1)
2. Know the Party's basic line in the primary stage of socialism, as well as the basic economic system and political system in our country at this stage, understand the necessity of making all sources of social wealth fully flow and benefit the people, and understand the superiority of the Socialism with Chinese characteristics system. (Curriculum Standard 3.4.2)
3. Know that China is a unified multi-ethnic country, and the long-term stability and prosperity of the country depend on equality, mutual assistance, unity and cooperation, hard struggle and common development, understand the fine traditions of the Chinese nation, inherit and carry forward the national spirit with their own practical actions, promote the construction of socialist spiritual civilization, and safeguard national stability and national unity. (Curriculum Standard 3.4.6)
Teaching content analysis
1. teaching material analysis
This unit helps students understand that China is a unified multi-ethnic country, understand the fine traditions of the Chinese nation, enhance their sense of identity with China culture, carry forward and cultivate the national spirit with practical actions, and educate students in patriotism. Understand China's basic political system-the system of regional ethnic autonomy and the important policy of "one country, two systems" to realize the reunification of the motherland.
This unit * * * includes lessons 6 and 7. Lesson 6 "The Family of the Chinese Nation" includes three box questions.
The title of the first box is "Brothers and Sisters". By introducing the names, meanings, living areas and unique cultures of Uygur, Tibetan and other ethnic minorities, we can guide students to understand the 56 ethnic groups of the Chinese nation, like brothers and sisters, and jointly create a unified multi-ethnic country like the people of China. The second box, entitled "Equality and Respect", expounds the importance of equality and mutual respect among people of all ethnic groups in a multi-ethnic country like China. With regard to "equality", it mainly introduces the relevant provisions of the Constitution of People's Republic of China (PRC) on ethnic equality, the basic political system of regional ethnic autonomy in China, and the policies and specific measures for training and appointing ethnic minority cadres in China. Regarding "respect", it mainly tells the significance of respecting the religious beliefs, customs and habits, and languages of all ethnic groups. Taking the language and writing as an example, this paper introduces the specific measures taken by China to respect the cultures of all ethnic groups, so as to guide students to understand the importance of maintaining national unity and learn to respect the cultural traditions of all ethnic groups. The title of the third box is "Unity and mutual assistance, * * * and progress". Through the story of Princess Wencheng, let students feel the historical tradition of mutual help among all ethnic groups. Through the deeds of Kong Fansen and the "hand in hand" activities carried out by teenagers, students are guided to understand the efforts made by China to promote the development of ethnic minority areas since the founding of New China. The seventh lesson "* * *" has two parts. The first part, "One Country, Two Systems", mainly expounds the basic political system of "One Country, Two Systems" in China and the historical and practical significance of this great pioneering work. The textbook also introduces some contents of the Basic Law of the Hong Kong and Macao Special Administrative Regions, aiming to let students know more about the meaning of "one country, two systems" and its significance to the reunification of China. The second part is "peaceful reunification". First, by reviewing the history of China, let students know that China has been a unified country since ancient times, and Taiwan Province Province has been an inalienable part of China territory since ancient times. The textbook expresses the desire of compatriots on both sides of the strait for the reunification of the motherland with a poem, and inspires people to never forget the peaceful cause of the reunification of the motherland with a short essay praising the motherland.
2. Teaching objectives
Knowledge and ability: know that China is a unified multi-ethnic country, with 56 ethnic groups distributed in all directions of the motherland; The Chinese nation was gradually formed after thousands of years of national migration, differentiation and integration. The establishment of New China has opened up a new era of equality, unity and mutual assistance among all ethnic groups, and the people of all ethnic groups have truly become the masters of the country; Maintaining national unity is the legal obligation of every citizen, and we should consciously achieve "three respects", that is, respect the religious beliefs, customs and habits of all ethnic groups and respect their spoken and written languages; Understand a basic political system in China-the system of regional ethnic autonomy. Understand the proposal, meaning, content and significance of the concept of "one country, two systems"; It is the common aspiration of Chinese people all over the world to know how to implement one country, two systems, peacefully reunify the motherland and promote the great rejuvenation of the Chinese nation.
Process and method: the combination of exploration, experience, discussion and teaching; Through various forms of activities and discussions, the problems can be analyzed clearly, which can inspire and reflect on students and increase their sense of identity.
Emotion, attitude and values: enhance the sense of identity with Chinese culture, cultivate students' national spirit and educate students in patriotism.
3. Analysis of students' situation
Due to the spread and exchange of modern culture, many students will sing songs and dances of different nationalities. National music and dance can best reflect the characteristics of this nation and the life and personality of different nationalities. Students can learn about the customs and religious beliefs of some ethnic groups through their music and dance. However, students know little about the meaning of the system of regional ethnic autonomy and the requirements of maintaining national unity in China.
Many students still remember 1997 the grand occasion of Hong Kong's return, and the development of Hong Kong and Macao after the return was witnessed by students.
The teaching objectives of this unit are: to realize the complete reunification of the motherland is the common aspiration of Chinese people at home and abroad; The return of Hong Kong and Macao has enriched the theory and practice of "one country, two systems". Facts have proved that the principle of "one country, two systems" is correct and has strong vitality; Adhering to the one-China principle is the basis for developing cross-strait relations and realizing peaceful reunification; There is only one China in the world, the mainland and Taiwan Province Province belong to one China, and China's sovereignty and territorial integrity are inseparable. "One country, two systems" is the best way for cross-strait reunification.
4. Teaching suggestions
In the education of national unity, we should organically combine knowledge, emotion and action, guide action with knowledge, humanize people with emotion, and achieve the unity of knowledge and action. Through teaching, we should put the following ideas into every student's mind.
The Chinese nation is a harmonious family. In the development process of more than 5,000 years, all ethnic groups have learned from each other, integrated with each other and developed together, forming deep national feelings. Since the founding of New China, the system of exploitation has been eliminated, and the root causes of ethnic oppression and discrimination have been eradicated. In more than 50 years of construction and development, all ethnic groups have shared weal and woe, forming a new type of ethnic relations of equality, unity and mutual assistance. The feelings among ethnic groups are developing day by day and become an interdependent whole. Maintaining national unity and enhancing national feelings is the common task of the people of all ethnic groups in China in the future, which should be implemented in everyone's concrete actions. The system of regional ethnic autonomy is one of the basic political systems in China, and it is the political requirement of the new China to embody the equality of all ethnic groups. Adhere to and improve the system of regional ethnic autonomy, consolidate and develop socialist ethnic relations of equality, unity and mutual assistance, and promote the prosperity and progress of all ethnic groups.
In teaching, let students find relevant historical materials, understand the advantages of various ethnic groups and their contributions to the country, feel the continuous integration and development of the Chinese nation, and deeply understand the profound meaning of China as a multi-ethnic country, so as to achieve the educational purpose of identifying with the country, consciously implementing ethnic policies and safeguarding national unity. We can organize singing activities of ethnic minority songs to understand ethnic minority customs, with the aim of deepening students' understanding of different ethnic cultures through personal experience, so as to consciously achieve "three respects" and safeguard national unity.
It is necessary to expound the basic principles of dealing with ethnic relations and the system of regional ethnic autonomy from the perspective of strengthening the education of ethnic unity among middle school students. With regard to the specific content of the system of regional ethnic autonomy, it would be better to illustrate it with specific examples.
Education and teaching about the content of the reunification of the motherland should combine the content of textbooks with the development of the situation. For example, in recent years, China adhered to the principle of "one country, two systems", which not only enabled the smooth return of Hong Kong and Macao, but also achieved social stability and economic prosperity. All this shows that the principle of "one country, two systems" is correct. For another example, in recent years, cross-strait personnel exchanges and economic and cultural exchanges have been continuously strengthened. From the "three direct links" to the current direct charter flights, and the visit of political party dignitaries in Taiwan Province Province, the voice and strength of peaceful reunification have become stronger and stronger, and new progress has been made in the great cause of the reunification of the motherland. In teaching, we should pay attention to the development of cross-strait situation through TV stations, newspapers, internet and other media, so that students can feel the desire of Chinese people at home and abroad to complete the great cause of reunification. Through teaching activities, students should believe that with the joint efforts of all China people, China will be able to accomplish the great cause of reunification.
Lesson 7 The Big Family of the Chinese Nation
Section 1 Brothers and sisters
Import: music appreciation
Music appreciation: Guess which nationality's music this is. Play the song "FLASH" and the students will guess it soon. At this time, in order to enliven the classroom atmosphere, you can then play other national music, such as "Qinghai-Tibet Plateau" and "Dabancheng Girl", so that students can hum along. If you want to increase the difficulty, you can play Dong songs, or play a video clip of Song Zu Ying performing in the Golden Hall of Vienna in Miao costumes, so that students can guess what ethnic songs or music it is.
Stimulate students' interest and guide them into ethnic topics.
Teaching link 1: The Chinese nation consists of 56 ethnic groups.
Teacher: Today, we often talk about 56 ethnic groups, but do you know that in old China, the ethnic composition of many ethnic minorities was uncertain because of ethnic oppression and discrimination? After the founding of New China, since 1950, the central and local ethnic affairs organs have organized scientific research teams to identify more than 400 ethnic names put forward by the whole country in order to change the confusion of ethnic composition and ethnic names in old China and ensure the equal rights of ethnic minorities. National identity refers to the identity of a national component. Thanks to the efforts of researchers and previously identified ethnic groups, 55 ethnic groups were identified in 1983. The 56 ethnic groups we are talking about today started here.
Understand why we have 56 ethnic groups today, and ethnic identity reflects ethnic equality.
Teaching Link 2: National Knowledge Competition
The content of the competition involves national names, stories, singing songs and so on. Let students fully communicate these contents and enhance their understanding of national knowledge.
Teacher: Fifty-six ethnic groups are brothers and sisters, and together they have created our great motherland. Today, we are going to have a knowledge contest in groups to see which group of students has the most knowledge of the country.
(It can be done in class)
The first game: knowledge quiz
Please read the names of the following ethnic minorities correctly by the first student in each group. (2 persons/person)
Dong, Dai, Qiang, Wa, She, Gelao, Kirgiz, Daur, Gelao, Mulao and Lahu.
Ask the second student in each group to name 1 ~ 2 ethnic minorities whose population exceeds 1 10,000. (* * 18, including Zhuang, Manchu, Hui, Miao, Uygur, Yi, Tujia, Mongolia, Tibet, Buyi, Dong, Yao, North Korea, Bai, Hani, Kazak, Li and Dai).
Please tell the third student in each group the main distribution areas of the following ethnic minorities. (province)
Zhuang nationality: mainly distributed in Guangxi, Guangdong, Yunnan and Guizhou;
Manchu: mainly distributed in three northeastern provinces;
Hui nationality: mainly distributed in Ningxia, Gansu, Qinghai, Xinjiang, Henan, Hebei and other places;
Uighurs: mainly distributed in Xinjiang and Hunan;
Yi people: mainly distributed in Sichuan, Yunnan, Guizhou and Guangxi;
Miao nationality: mainly distributed in Guizhou, Hunan, Hubei, Yunnan and Guangxi.
Ask the fourth student in each group to sing a minority song. (The teacher doesn't have to attend class)
Ask the fifth student in each group to tell a story about ethnic minorities, both modern and historical.
Ask the sixth student in each group to answer questions about the eating habits and customs of ethnic minorities.
(1) 10 The ethnic minorities who are used to eating beef and mutton and are forbidden to eat pork and lard are: (Hui, Uygur, Kazak, Kirgiz, tatar people, Uzbek, Tajik, Dongxiang, Salar and Baoan).
(2) Ethnic minorities who are used to eating meat and dairy products and like to drink milk tea and butter tea. (such as Tibetans, Mongolians, etc. )
(3) Ethnic minorities who are used to eating pilaf. (Uyghur)
(4) Ethnic minorities who are used to eating cakes, cold noodles and pickles. (Korean)
(5) Ethnic minorities who are used to chewing betel nuts. (Li, Jing, Dai)
(6) people who are used to cooking with bamboo tubes. (Dai)
Ask the seventh student in each group to answer questions about the customs of ethnic minorities. Look at the pictures and identify the ethnic minorities. (See the reading material for pictures. )
Through the way of competition, students' attention can be more concentrated and the capacity of classroom knowledge is greater. The participation rate of students can also be improved.
Pay attention to understanding and respecting national customs and habits. Understanding national customs is conducive to national unity.
Teaching Link 3: Class Summary and Homework
The second game: cooperative inquiry.
Complete the activities on page 64 of the textbook.
The teacher summed up the competition: As a song goes, "Fifty-six ethnic groups have fifty-six flowers, and fifty-six brothers and sisters are a family", fifty-six ethnic groups in China form a big family of the Chinese nation. I wonder how you feel after taking part in such a knowledge contest today. Please write down your feelings in 50 ~ 100 words. Have a group conversation after writing. (4-person group)
Ask one person in the group to speak on behalf of the group and communicate with the class.
Highlight the purpose of classroom design: to understand ethnic knowledge and feel the diversity of ethnic families.
Section 2 Equality and Respect
First, import:
Teacher guidance
Name the outstanding representatives of ethnic minorities from all walks of life you know.
Teacher: From previous competitions, we all know that all ethnic groups in China have their own unique living habits, cultural traditions and religious beliefs, and each ethnic group also has its own unique personality. In order to respect the living habits, cultural traditions and religious beliefs of all ethnic groups, and for the common prosperity and development of all ethnic groups, China has implemented the system of regional ethnic autonomy. Next, we will focus on China's policy of regional ethnic autonomy.
Recognize that different ethnic groups have equal status in the country.
Second, teaching.
Link 1:
Conception of autonomy in ethnic areas
Teacher: As early as 1938, the China * * * Production Party put forward the idea of regional ethnic autonomy at the Sixth Plenary Session of the Sixth Central Committee. 194 1 year, in the document of the Shaanxi-Gansu-Ningxia border region policy program, it has been stipulated to establish Mongolian and Hui ethnic autonomous regions. During the war of liberation, our party also put forward the idea of regional ethnic autonomy and established ethnic autonomous areas (townships) in some ethnic areas. Inner Mongolia Autonomous Region was founded in 1947. 1949 China People's Political Consultative Conference * * * The same program stipulated regional autonomy in legal form for the first time. 1952 In August, the Outline for the Implementation of Regional National Autonomy in People's Republic of China (PRC) was promulgated. The first Constitution promulgated in China from 65438 to 0954 also clearly stipulated regional ethnic autonomy. 1984 The promulgation and implementation of the Law on Regional National Autonomy in People's Republic of China (PRC) provided the basic law for China to implement the system of regional national autonomy stipulated in the Constitution, and made the system of regional national autonomy perfect day by day.
This part is unknown to students, and teachers should give priority to it. Through the study of background materials, we can know that it is our party's consistent proposition to adhere to national equality and mutual respect.
Teaching link 2: the content of regional ethnic autonomy
Teacher: Under the centralized and unified leadership of the central government, China's regional ethnic autonomy is an autonomous system in which ethnic minorities in the region establish autonomous areas, set up organs of self-government, exercise autonomy rights, enjoy the right to be masters of their own affairs and manage their own internal affairs. These regulations show that the state fully respects and guarantees the rights of ethnic minorities to manage their own internal affairs and adheres to the principle of equality, unity and common prosperity of all ethnic groups.
Special emphasis should be placed on "under the centralized and unified leadership of the central government; Abide by the provisions of the national constitution; All ethnic minorities live in concentrated communities.
Teaching link 3: the right of regional ethnic autonomy
The organs of self-government of regional ethnic autonomous areas in China have the right to independently manage their internal affairs. In accordance with the Constitution, the Law on Regional National Autonomy and other laws, the organs of self-government of ethnic autonomous areas can exercise autonomy, including legislative power, according to the political, economic and cultural characteristics of local ethnic groups.
The people's congresses of ethnic autonomous areas have the right to formulate autonomous regulations and separate regulations in accordance with the political, economic and cultural characteristics of local ethnic groups; (2) Have the right to flexibly implement relevant national laws; (three) under the guidance of the state plan, independently arrange and manage local economic construction and education, science, culture, health and sports, protect and sort out the national cultural heritage, and develop and prosper the national culture; (4) local financial management power; (five) according to the national military system and local actual needs, with the approval of the State Council, have the right to organize local public security forces to maintain social order; ⑥ The right to train ethnic cadres; ⑦ Trade right; When performing their duties, organs of self-government have the right to use one or more languages commonly used in the local area.
Understand what autonomy rights ethnic autonomous areas enjoy and the significance of exercising these rights.
Teaching Link 4: Time of Establishment of Autonomous Region
Inner Mongolia Autonomous Region (1947.5. 1)
Xinjiang Uygur Autonomous Region (1955. 10. 1)
Guangxi Zhuang Autonomous Region (1958.3. 15)
Ningxia Hui Autonomous Region (1958. 10.25)
Xizang Autonomous Region (1965.9.9)
Teaching link 5: How to maintain national unity
Play or show audio-visual materials, news clips or pictures of minority representatives entering the Great Hall of the People and attending meetings, discussions and voting of the people's congresses.
Teacher: We often say "state affairs". Our state affairs are decided by a special state organ. This state organ is the National People's Congress, which is the highest organ of state power in China. The number of ethnic minorities in China is only about 8%, which has exceeded this ratio according to the statistics of the number of ethnic minority representatives in previous NPC sessions. Among the vice-chairmen of the Tenth National People's Congress, ethnic minorities account for 2 1%. What can two numbers represent?
(Reflect equality and respect.
Link 6: Apply what you have learned.
1. Looking for the symbol that China is a unified multi-ethnic country. For example, many places use Chinese characters and minority languages at the same time, such as the characters on the RMB and the names of the halls of the Forbidden City. Students can discuss in groups and communicate with the class.
2. Students should learn the provisions in the Constitution of People's Republic of China (PRC) on page 6 1 of the textbook, and pay attention to mutual respect when communicating with classmates of other nationalities, so as to safeguard national unity.
Through activities, we found that we are a unified multi-ethnic.
In the third quarter, unite and help each other, and make progress together.
First, import: enjoy songs
Play the song Heaven. Students appreciate this beautiful song and feel people in Xizang's gratitude to the Party and the government for building the Qinghai-Tibet Railway, which leads to the theme.
Set off the atmosphere.
Second, teaching.
Link 1: The state invests in infrastructure to promote the development of ethnic minority areas.
1. Teacher: Do any students want to go to Tibet by train? (Student answers) Many of us think it is too difficult and too far to go to Tibet. However, as we all know, the Qinghai-Tibet Railway was officially opened to traffic on July 1 2006, and we can enter Tibet by train at any time. People in Xizang called this railway "Heavenly Road". Now, let's make a pilgrimage in class. (Show pictures along the Qinghai-Tibet Railway and introduce them)
2. What is the significance of students looking for information in advance and exchanging information about the construction of Qinghai-Tibet Railway in China in class? What difficulties did China overcome in building the Qinghai-Tibet Railway?
Teachers: It has been the consistent policy of the Party and the government since the founding of New China to adopt some special policies and effective measures to promote the development of minority areas. This is due to historical and geographical conditions, where transportation is inconvenient and the economy is relatively backward. In order to improve the production and living conditions of people in ethnic minority areas and reflect the idea of common development of all ethnic groups, since the founding of New China, the state has invested a lot of manpower and material resources to promote the economic development of ethnic minority areas. Especially in the construction of infrastructure such as railways, great efforts have been invested.
4. Students read relevant materials to understand the efforts made by the Party and the government to promote the economic and cultural development of ethnic minority areas. You can refer to the information provided by the teacher's lesson preparation system "the state's support and help to ethnic autonomous areas". This paper comprehensively expounds the strategic thinking and a series of measures of China government to promote the economic and cultural development in minority areas. Students can find concrete examples that reflect the support of the party and the government for the development of ethnic minority areas before class and communicate in class.
The Qinghai-Tibet Railway has just been opened to traffic, which is a hot news in society.
Let the students know about China's efforts in promoting economic and cultural development in minority areas.
Teaching link 2: Play "Ode to the Public Servant" to experience and relive the advanced deeds of Kong Fansen, a good cadre of the Party.
1. Teachers: The state is not only helping the western region to carry out infrastructure construction, but also helping the western region to develop through various channels and ways, such as exchanges between the east and the west and counterpart support from the east to the west. Kong Fansen is a typical representative that everyone is very familiar with. Let's get to know Kong Fansen. (Show photos or movie clips reflecting Kong Fansen's deeds of aiding Tibet)
Students read poems to understand people's feelings for Kong Fansen.
You are a public servant of the people/you are the soul of the nation/you are a big tree/there is a big forest behind you/Kong Fansen Kong Fansen/you are an eternal fire/flame that shines on future generations.
People are praising you/Kong Fansen/You have a kind love for the people/Smile to melt the ice and snow/Send charcoal to Chai Men/Love is as close as flesh and blood/Love is deeper than the ocean/It is said that Houyi shot the sun to save the people/How can you drive away the poor/beneficial producers?
People are praising you/Kong Fansen/You have a sincere patriotic heart/Sweat is spilled on Qilu/You are willing to work hard/You are willing to work hard/It is said that Yugong is fearless/makes progress despite difficulties/dares to carry heavy burdens than you * * * party member.
3. Read articles praising Kong Fansen's deeds in textbooks.
Teacher: There are many cadres like Kong Fansen. Let's listen to the introduction of our classmates. Before class, students will look for the deeds of mainland cadres, scientific and technological personnel, teachers and volunteers. They help ethnic minority areas in groups. )
Kong Fansen's aid to Tibet is a typical example of the mainland sending cadres to support the development of western minority areas, and Kong Fansen himself is also a typical representative who made sacrifices to help the development of western minority areas. Arouse students' discussion through examples.
Teaching link 3: learn the story of MCA and experience the sacrifices made by young people for the prosperity and development of the country.
The students read the story of Mahua, a young man who helped Tibet, and exchanged their thoughts on it.
After graduating from MCA University, the 23-year-old came to Mingyuan Village at the foot of Meili Snow Mountain, and became a Chinese and English teacher in Mingyuan Primary School with only 12 Tibetan children. He renovated the classroom and playground with his savings. Seeing that the children could not take a bath because they had no conditions, he took out the money and led the children to build a small solar bathhouse-the first bathhouse in Mingyuan Village. He used his knowledge and love to water these innocent and young flowers. He brought light to a pair of blindfolded eyes and comfort to a dry heart.
The school ran out of chalk. MCA drove 48 miles up the mountain road to buy chalk. On the way, the speeding car turned into the rolling Lancang River. MCA never came back.