The Teaching Goal of Opium War Teaching Plan Design
On the basis of cooperation, complete the logical relationship diagram about the background of the outbreak of the Opium War, and understand the root causes of the outbreak of the war and the defeat of China. Understand the dialectical relationship between the direct cause and the fundamental cause of the Opium War.
② We can appreciate the great significance of the anti-smoking movement led by national hero Lin Zexu and the heroic and unyielding struggle spirit of the Chinese nation.
(3) Emphasis should be placed on the integrity, structure and systematicness of knowledge construction, and teachers should use multimedia to type out knowledge points.
Teaching emphases and difficulties
Teaching emphasis: Focus on analyzing the causes and consequences of the two Opium Wars, and understand the reasons for China's defeat.
Teaching Difficulties: How to Understand the Influence of War Failure on China's Political Situation?
teaching process
(1) Import design
(Screen display) A set of pictures related to Guangdong includes Huangpu Military Academy, Huanghuagang 72 Martyrs' Tomb, Sun Yat-sen and Humen Square to destroy opium. Ask the students to judge and point out: What major events have happened in these places? What kind of history do they carry respectively? And briefly explain the various stages of modern history, combined with the pictures of Humen destroying opium into the content of this lesson.
Teaching structure
First, the destruction of opium in Humen (analysis of the causes of the opium war)
1, Sunset (China and the World on the Eve of the Opium War)
2. Emergence of crisis (opium smuggling)
3. The critical moment was pointed out (Lin Zexu's anti-smoking campaign)
Second, treaty of nanking and postwar China.
1, the process of the opium war
2. The signing of treaty of nanking and its influence.
3. Reasons for China's failure.
Third, the Second Opium War.
1, Britain and France launched a war of aggression
2. Harm and influence of war
(3) Teaching process
Instruct students to read after class. Reading and thinking? Material title, thinking:1In the first half of the 9th century, sailing was the main navigation tool. At that time, it took at least four months to sail from England to China to bypass the Cape of Good Hope in Africa. Why did war break out between two countries so far apart? What caused this war?
(Slide Show) 1. Destroying Opium in Humen (Analysis of the Causes of Opium War)
1, Sunset (China and the World on the Eve of the Opium War)
Show some pictures of China and Britain before the Opium War.
The background of the Opium War was not introduced in detail in the textbook, which left some doubts and puzzles for the students. In order to make students understand this problem, through relevant information films, create situations, set off the atmosphere and concentrate students' attention.
Fill in the form. Fill in the list of China and Britain according to historical knowledge.
(Design intention) After reasoning, analysis and judgment, the table is completed, and finally it is concluded that the fundamental reason for Britain to launch the war is to open the China market.
(Question) Before Britain started the war, there was normal trade between China and Britain, but in normal trade, China was in a trade advantage. What should Britain do if it wanted to make money but lost money?
(slide show)
2. Emergence of crisis (opium smuggling)
(Talk) About opium.
(Question) What harm did opium cause after it was imported into China? How to solve this crisis?
(Show slides) The main purpose is to guide the anti-smoking movement.
(slide show)
3. The critical moment was pointed out (Lin Zexu's anti-smoking campaign)
(Question) In the process of smuggling opium from Britain to China, there was a famous figure in China who led a story in history. Who is he? Leading what? How do we evaluate him?
(Historical figures and prominent events) Show pictures of Lin Zexu and let the students read. Can you tell Lin Zexu's famous saying about smoking ban? All rivers are great; Standing on the wall, no desire? Educate students to be broad-minded and intelligent. Mainly highlight the role of national hero Lin Zexu in the anti-smoking movement.
(design intent) through the establishment of life-oriented historical figures to explain the story? Close the distance between students and historical figures, cultivate interest in learning and carry out patriotic education.
(Question) What impressed you most as a citizen of China during the anti-smoking campaign?
(Transition) The destruction of opium in Humen greatly inspired the fighting spirit of the people of China at that time.
(Question) What measures has Britain taken to destroy opium?
(Slide) Parliamentary Speech by the British Foreign Secretary.
(Answer) Launch a war of aggression.
(Doubt) If Lin Zexu hadn't destroyed opium in Humen, would this war have been avoided?
(Slide) Summarize the reasons for the outbreak of the Opium War.
(design intent)? Destroy opium in Humen? It was the fuse of the Opium War. By setting controversial questions, we can cultivate students' ability to see the essence through phenomena, reveal the inevitability of the outbreak of war, and let students speculate on the dialectical relationship between inevitability and contingency of historical development.
(slide show)
Second, treaty of nanking and postwar China.
1, the process of the opium war
(Slide show) Let the students master the order of the Opium War by combining the situation map of the Opium War.
The textbook does not introduce the course of the Opium War in detail, but it is a foreshadowing to reveal the reasons for China's defeat.
(slide show)
2. The signing of treaty of nanking and its influence.
(Show slides) (Students read carefully before answering)
(Design intent) Look at the picture and the contents of the treaty signed by treaty of nanking, carefully observe and find out the mistakes. (Will the meeting be held? Ningbo? Written? Nanjing? 、? Britain occupied Hong Kong Island? Written? Occupy Hong Kong? ), by looking for the wrong form, concentrate students' attention and deepen their understanding of the influence of war.
Q: After the Opium War, China was forced to sign many unequal treaties with Britain, the United States and France. Guide students to analyze what rights and interests these treaties have gained for the great powers. )
(Narration) The Opium War brought great disaster to China, destroyed China's sovereignty and territorial integrity, and the traditional tribute system was broken. Since then, China has been involved in the capitalist world market, causing social changes in China. (Question) What changes have it brought to China?
(Slide) The influence of the Opium War on China society.
(Question) Why does a person call himself? China went to the countryside? Will the Qing Empire be defeated by distant Britain? (Ask a question and then move on to the next question)
(slide show)
3. Reasons for China's failure.
Show a cartoon: This is a cartoon published in a British newspaper in the middle of the 9th century. Observe carefully (from the characters' clothes, hairstyles, weapons in their hands, etc. ) and combine it with textbooks? Analysis and exploration? Materials, analyze the reasons of China's defeat from many aspects.
(Slide) Summarize the reasons for China's defeat. To understand? Closing the door is bound to lag behind, and being behind will be beaten? The truth, thus stimulating students' sense of historical responsibility to revitalize China.
(Transition) After the signing of a series of unequal treaties, such as treaty of nanking, faced with such a huge market, western businessmen were simply ecstatic. No wonder there are businessmen's dreams. As long as China people need a cotton nightcap every year, not more, then the existing factories in Britain are in short supply. ? However, is the fact as they think?
(Show slides) Show the consumption situation of cotton textiles in China, Honduras and Britain (1853) and its setting problems.
Everyone talked about their ideas just now, but do you know how the western countries reversed this situation at that time? (Guide students to read books and lead to the requirements of amending the contract)
Yes, they tried to expand their aggression by amending the treaty. When the negotiations to amend the treaty failed, the powers shouted: You can only diplomacy at gunpoint? ,? China people must be taught a lesson? Thus, war became the only choice.
(slide show)
Third, the Second Opium War.
1, Britain and France launched a war of aggression
1856 why did Britain choose to wage war? What was the Qing government busy at that time? How did the Qing government deal with foreign invasion? What was the result of the war?
(slide show)
2. Burning Yuanmingyuan
(Design purpose) By showing the comparison before and after Yuanmingyuan, students' hatred of western powers can be aroused and their patriotism education can be strengthened.
(slide show)
3. Harm and influence of war
(Slide show) The contents of Tianjin Treaty and Beijing Treaty, (Question) Why the Second Opium War was the continuation and expansion of the Opium War.
The failure of the Second Opium War stimulated the bureaucratic intelligentsia in China. Face? A once-in-a-lifetime change, a once-in-a-lifetime enemy? Imagine if you were an official of the Qing government, how would you handle the crisis in China at that time?
(Slide) After the Second Opium War, the power organs of the Qing government began to change. Some officials and gentry launched the Westernization Movement aimed at promoting the revival of the dynasty, which had a far-reaching impact on the military, economic and educational aspects of China society and opened the road to the modernization of China.
(Conclusion) The Opium War forced social transformation in China. Which nation and country should we remember? Closed so backward? 、? Will you be beaten if you fall behind? 、? Beating people must be changed? 、? Think about rising? ! Therefore, we must persist in reform and opening up, persist in taking economic construction as the center, and enhance national strength, which is the forest of the Chinese nation and the forest of the nations of the world.
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