As a seventh-grade history teacher, preparing lessons is inevitable, which is conducive to the improvement of teaching level and the development of teaching and research activities. The following is the history lesson plan of the first volume of the seventh grade that I have compiled for you. Welcome to consult.
The seventh grade history lesson plan Volume 1 1 1. Memory and understanding
Remember the time, region and crops planted by Hemudu aborigines, and remember the time, region and crops planted by Banpo aborigines. Understand the influence of natural conditions on the farming life of Hemudu aborigines and Banpo aborigines.
Second, the ability and methods
Cultivate observation ability by looking at pictures; By observing the artifacts (mainly pottery) in the primitive farming era, we can cultivate the ability to understand people's living conditions at that time and discover people's aesthetic characteristics at that time. Through the comparison between Hemudu site and Banpo site, Paleolithic site and Neolithic site, students can master and use comparative method.
Through the comparison between Peking man and ape man, modern man, Peking man and caveman, help students master and apply the comparison method preliminarily.
Third, emotional attitudes and values
Understand China's contribution to the origin of world agriculture, and carry out patriotic education. Experience the joys and sorrows of primitive farming labor and the value it creates, and understand the value and significance of labor. Through the typical historical facts of Hemudu and Banpo original residents' adaptation, utilization and transformation of nature, students are inspired to understand the relationship between man and nature.
Important and difficult
First, schools in southern China are concentrated in Hemudu site, followed by Banpo site.
Second, the difficulty:
1, meaning "Neolithic".
2. The characteristics of tools and houses of Hemudu original residents and their relationship with living environment.
3. The social situation reflected in the middle and late Dawenkou culture.
Teaching type: new course.
The teaching time is 1 class hour.
Teaching preparation teachers study curriculum standards, teaching materials and compile teaching plans; Students collect interesting words and pictures of primitive farming culture.
Teaching method: a teaching method combining narration, discussion and question inquiry.
teaching process
Introduce new courses:
Primitive humans first obtained food through gathering, fishing and hunting. With the improvement of the ability to adapt, utilize and transform nature, primitive people
Humans learned to grow crops, raise livestock, play pranks and build houses, and began primitive farming life. On the vast land of the motherland, there are many sites of primitive farming culture. Let's walk into the representative sites and experience the ups and downs of primitive farming life!
Learn a new course:
Introduction box before students' reading class: Let's recall, how did the ancient humans in China-Yuanmou people, Beijingers and cavemen get food? (Gathering, hunting, fishing) What are the inconveniences of the way they get food by "gathering"? (Affected by seasonal changes and natural disasters; The amount of food collected is limited). Everyone's analysis makes sense. What problems did primitive people have to solve to change these things? What kind of new life to start? How did primitive farming in China emerge? In this lesson, you will learn these contents. Using the textbook "Distribution Map of Important Primitive Farming Cultural Sites", this paper points out the specific locations of the original inhabitants of Hemudu, Banpo and Dawenkou. Longbao High School Zhou Zongguo
Teaching objectives
First of all, memory and understanding
Remember the time, region and crops planted by Hemudu aborigines, and remember the time, region and crops planted by Banpo aborigines. Understand the influence of natural conditions on the farming life of Hemudu aborigines and Banpo aborigines.
Second, the ability and methods
Cultivate observation ability by looking at pictures; By observing the artifacts (mainly pottery) in the primitive farming era, we can cultivate the ability to understand people's living conditions at that time and discover people's aesthetic characteristics at that time. Through the comparison between Hemudu site and Banpo site, Paleolithic site and Neolithic site, students can master and use comparative method.
Through the comparison between Peking man and ape man, modern man, Peking man and caveman, help students master and apply the comparison method preliminarily.
Third, emotional attitudes and values
Understand China's contribution to the origin of world agriculture, and carry out patriotic education. Experience the joys and sorrows of primitive farming labor and the value it creates, and understand the value and significance of labor. Through the typical historical facts of Hemudu and Banpo original residents' adaptation, utilization and transformation of nature, students are inspired to understand the relationship between man and nature.
Important and difficult
First, schools in southern China are concentrated in Hemudu site, followed by Banpo site.
Second, the difficulty:
1, meaning "Neolithic".
2. The characteristics of tools and houses of Hemudu original residents and their relationship with living environment.
3. The social situation reflected in the middle and late Dawenkou culture.
Teaching type: new course.
The teaching time is 1 class hour.
Teaching preparation teachers study curriculum standards, teaching materials and compile teaching plans; Students collect interesting words and pictures of primitive farming culture.
Teaching method: a teaching method combining narration, discussion and question inquiry.
teaching process
Introduce new courses:
Primitive humans first obtained food through gathering, fishing and hunting. With the improvement of the ability to adapt, utilize and transform nature, primitive people
Humans learned to grow crops, raise livestock, play pranks and build houses, and began primitive farming life. On the vast land of the motherland, there are many sites of primitive farming culture. Let's walk into the representative sites and experience the ups and downs of primitive farming life!
Learn a new course:
Introduction box before students' reading class: Let's recall, how did the ancient humans in China-Yuanmou people, Beijingers and cavemen get food? (Gathering, hunting, fishing) What are the inconveniences of the way they get food by "gathering"? (Affected by seasonal changes and natural disasters; The amount of food collected is limited). Everyone's analysis makes sense. What problems did primitive people have to solve to change these things? What kind of new life to start? How did primitive farming in China emerge? In this lesson, you will learn these contents. Using the textbook "Distribution Map of Important Primitive Farming Cultural Sites", this paper points out the specific locations of the original inhabitants of Hemudu, Banpo and Dawenkou.
Seventh grade history first volume teaching plan 2 [knowledge and ability]
Master the basic characters, events and time in the textbook; Recognize the importance of developing the frontier.
[Process and method]
1. Cultivate students' ability to initially apply historical materialism viewpoints and methods from multiple angles;
2. The thinking ability, originality and sensitivity of reading, listening and memorizing materials are the cultivation of thinking quality;
3. Exercise of oral expression ability.
[Emotional attitudes and values]
Understand the reasons for the rise and fall of the country, personal achievements and personal success or failure.
[answer]
The Han dynasty governed the western regions.
[difficulties]
Historical view of the relationship between the role of historical figures and the people as the driving force to create history.
[class hours]
1 class hour
[Category Type]
New teaching
[Ways and means]
Discussion-centered comprehensive heuristic teaching
[Teaching process]
First, review the previous section and ask questions.
Second, introduce a new lesson: Today we will learn lesson 17: The Western Regions and the Silk Road in the Han Dynasty.
Third, teach new lessons:
(1) Zhang Qian to the western regions:
1. During the Western Han Dynasty, people called the Western Regions Yumenguan and Yangguan in Gansu, that is, today's Xinjiang region and further west.
2. In BC 138 and BC 1 19, Emperor Wu of the Han Dynasty sent Zhang Qian to the Western Regions.
3. In 60 BC, the Western Han government set up the Western Regions Metropolitan Government to manage the affairs of the Western Regions, which was the beginning of the central government's official possession of the Western Regions.
(2) Silk Road: From Chang 'an to the west, through Hexi Corridor, now Xinjiang, to West Asia, and then from West Asia to Europe.
(3) Ban Chao manages the western regions:
1, in 73 AD, the Eastern Han government sent Ban Chao to the Western Regions.
2. Ban Chao sent Gan Ying to Daqin;
3. 166, the envoys of Daqin came to the Eastern Han Dynasty, which was the beginning of direct friendly exchanges between European countries and China.
Fourth, summary. Show the knowledge points of courseware
Verb (short for verb) homework
Attachment: blackboard design
A, Zhang Qian to the western regions:
1, the west of Yumenguan and Yangguan in Gansu is called the Western Regions.
2. In BC 138 and BC 1 19, Zhang Qian went to the Western Regions.
3. In 60 BC, the Western Han government set up the Western Regions Metropolitan Government to manage the affairs of the Western Regions, which was the beginning of the central government's official possession of the Western Regions.
Second, the Silk Road:
From Chang 'an to the west, through the Hexi Corridor, it is now Xinjiang, transported to West Asia, and then transported from West Asia to Europe.
Third, Ban Chao manages the western regions:
1, in 73 AD, the Eastern Han government sent Ban Chao to the Western Regions.
2. Ban Chao sent Gan Ying to Daqin;
3. 166, the envoys of Daqin came to the Eastern Han Dynasty, which was the beginning of direct friendly exchanges between European countries and China.
Seventh grade history teaching plan Volume 1 3 Teaching objectives
1. Knowledge and ability:
(1) Know the fonts such as Oracle Bone Inscriptions and Jinwen, and know the evolution of Chinese characters; Understand the Xia-Shang calendar and the twenty-four solar terms in the Warring States period; Know Bian Que's achievements; Understand qu yuan and chime.
(2) By analyzing historical materials and collecting data, cultivate students' ability to collect, process and use data, and cultivate their ability to extract effective information.
2. Process and method:
(1) Guide students to list and summarize the basic knowledge of this lesson, so that students can master the basic knowledge of this lesson as a whole.
(2) Guide students to explore learning. For example, analyzing the composition methods of commonly used Chinese characters and exploring the evolution process of ancient musical instruments in China.
3. Emotional attitudes and values:
Through learning, let students know that the working people of our country created splendid civilization in ancient times, and cultivate students' national pride and self-confidence; Through a detailed understanding of ancient scientific and technological achievements, stimulate students' interest in learning and cultivate a rigorous learning attitude; By studying the poet Qu Yuan, the students were educated in moral sentiments.
Emphasis and difficulty in teaching
Focus: Oracle Bone Inscriptions, Shang Li, poet Qu Yuan.
Difficulties: Oracle Bone Inscriptions's font structure, ancient calendar and artistic achievements of Li Sao.
teaching process
[Teaching strategy]
1. Selection of teaching methods: intuitive method, comparative analysis method, historical data analysis method, list induction method, discussion method, etc.
2. Selection of learning methods: observation, comparative analysis, historical data analysis, list induction, discussion, etc.
3. Class organization: group discussion.
4. Teaching aid media combination application: multimedia display.
5. Development and utilization of course materials: illustrations and historical materials of teaching materials, some materials downloaded from the Internet, etc.
[class] 1 class
[Course Type] New Teaching
blackboard-writing design
First, the evolution of the text
1. The characters of Shang Dynasty were written on tortoise shells or animal bones, which is called Oracle Bone Inscriptions.
2. The written history of our country began in Shang Dynasty.
3. The characters cast on bronzes in Shang and Zhou Dynasties are called inscriptions on bronze.
4. Da Zhuan appeared in the late Western Zhou Dynasty.
Two. Achievements in astronomy, calendar and medicine
1. astronomy: solar eclipse, lunar eclipse, comet record.
2. Calendar originated in Xia Dynasty, perfected in Shang Dynasty, and measured 24 solar terms in Warring States Period.
3. The famous doctor Bian Que looked, smelled, asked and cut four diagnoses.
Thirdly, Qu Yuan and "Zhong Gu Le"
1. During the Warring States Period, Qu Yuan of the State of Chu created a new poetic genre called Chu Ci.
2. Bell and drum music prevailed in the Warring States Period.
[Teaching process]
First of all, introduce the new lesson (story method)
Our classmates are reading and writing every day, and they have to touch many words. Words help us remember, convey information and get information. Words are too important for us. Have you ever thought about how our ancestors remembered and transmitted information before words appeared? Students can tell stories about knotting ropes and carving symbols. )
[Teaching process]
First, the evolution of the text
1. First show all kinds of characters-pottery carving, Oracle Bone Inscriptions, bronze inscription, bamboo slips and silk script (to give students a perceptual knowledge).
2. What do you want to know about these words? What kind of writing are you most interested in? (Let students choose the learning content)
3. Oracle Bone Inscriptions: The characters of Shang Dynasty were written on tortoise shells or animal bones, called Oracle Bone Inscriptions. Today's Chinese characters developed from Oracle Bone Inscriptions, and China has a history of textual research, starting from Shang Dynasty.
4. The inscriptions on bronzes in Shang and Zhou Dynasties are called bronze inscriptions.
5. Summary: With the change of writing tools, fonts have also changed greatly. Display (Oracle Bone Inscriptions, bronze inscription, big seal script, small seal script, official script, calligraphy banners, students feel the artistic beauty of calligraphy, cultivate sentiment, and have a brief understanding of the evolution of characters and fonts). It can be seen that with the development of the times, characters and fonts are constantly evolving and developing in a concise and fast direction.
Chinese characters express meaning by sound and shape, which has been enduring for thousands of years and has become the foundation of maintaining and connecting our Chinese nation. I hope the students love our Chinese characters and write them well, ok?
This kind of intuitive teaching can play a variety of educational functions, which can not only enable students to clearly grasp the early evolution process of Chinese characters, but also enhance students' ability to accurately use Chinese characters through understanding word formation, stimulate students' interest in learning history, and cultivate students' ability to observe and summarize problems. )
[Transition: With the observation of astronomical phenomena, China's calendar has developed. ]
Two. Achievements in astronomy, calendar and medicine
1. astronomy:
Ask the students to find out China's achievements in astronomy in the pre-Qin period.
Summary: According to ancient records, there was a solar eclipse one day in Xia Dynasty. There are records of solar eclipse and lunar eclipse in Oracle Bone Inscriptions in Shang Dynasty, which are very reliable by modern scientists. There are exact records of solar eclipse (776 BC) and comet (6 13 BC) in the Zhou Dynasty. Wait a minute.
2. Calendar:
The invention of the Xia calendar, the characteristics of the Shang calendar and the 24 solar terms in the Warring States period are based on life, so that students can understand the calendar and the 24 solar terms and think deeply about their functions. Let the students continue to collect proverbs about the 24 solar terms after class.
3. Medicine: Bian Que, a famous doctor.
(1) The famous doctor Bian Que observed, smelled, asked and examined four times.
(2) To supplement the information in Bian Que and cultivate students' ability to collect and use information.
Thirdly, Qu Yuan and "Zhong Gu Le"
1. Qu Yuan
Appreciate poetry, understand Qu Yuan's thoughts and feelings, and get enlightenment from it.
Description: Li Sao is an autobiographical biography written in the form of poetry after Qu Yuan was exiled, and it is the longest lyric poem in China classical literature. Expressed a lofty and passionate passion for the motherland and the people. At the same time, through the reading and analysis of Li Sao, students can be educated to understand the noble character of Qu Yuan who was concerned about the country and the people more than two thousand years ago, the noble and noble Geng Jieyi and the spirit of tenacious struggle for the pursuit of ideals. )
2. Bell and drum music prevailed in the Warring States Period.
Provide some information for students to understand.
Integrating knowledge:
Sketch the knowledge map (students can draw by themselves and communicate in groups)
Summarize the understanding:
Summarize today's harvest and guide the students to continue their exploration.
1. What else do you want to know by learning this knowledge? How are you going to continue to understand?
2. Can you express this knowledge in other forms?
3. Agreement: exchange and show the results of your own exploration.
Seventh grade history teaching plan book 1 4 teaching objectives
Memory and understanding: 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?
Five teaching objectives in the first volume of the seventh grade history teaching plan
1, with the help of the unique charm of local history-the history of Qi State, stimulate students' interest in learning, and make students feel that history is not far away, and history is around. It is fundamental to train students to actively explore, be good at collecting and processing information, guide students to actively participate in classroom teaching through problem guidance, form their own emotions, attitudes and values, and understand the continuous 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?
Third, the classroom part: play historical songs, this class.