People's education edition, the first day of history teaching plan, Volume I

Teaching objectives of primitive farming life

Knowledge and ability objectives:

1. Understand the main situation of primitive farming economy in China, including the farming life of Hemudu, Banpo and Dawenkou.

2. Understand the development level of primitive farming economy when Chinese civilization was at the origin stage, and then understand the significance of its development to the social progress in ancient China.

Process and method objectives:

Initially cultivate their ability to observe the map of historical relics, find obvious and main historical information in the map, analyze and explain the historical information in the map with the existing knowledge, and make simple or main historical conclusions.

Emotional attitude and value goal;

Admit the wisdom and simple feelings of the ancestors who created the primitive farming culture in China in their own labor achievements, and their unique contributions to the progress of material civilization and spiritual civilization of human society; Then promote or enhance our recognition of the history and culture of the motherland and respect for the ancestors of the Chinese nation.

Emphasis and difficulty in teaching

Focus: Life and Production of Early Humans in China.

Difficulties: the way of life of ancient residents

Learning guidance process

Teachers' explanation is combined with students' analysis and discussion.

Import scene

Teacher: Students, if you live in a primitive society, what are the inconveniences if you only collect and catch food in the wild for a living?

The students answered very clearly: due to seasonal changes and natural disasters, food sources are insufficient and unstable, and they need to migrate frequently.

So how did the working people in ancient China solve these problems? You know the ancient legends about farming in China and talk about them.

The student replied: Fu: Cast a net to fish and create gossip. Shennong: Teach people to sow seeds and taste all kinds of herbs.

Teacher: Today we are going to learn the second lesson, primitive farming life, with these questions.

Autonomous preview

(A) Hemudu primitive farming

Combined with text content and pictures, this paper summarizes the production and living conditions of Hemudu original residents.

Students discuss and summarize the following knowledge.

Hemudu primitive farming

1, location: Yuyao, Zhejiang, Yangtze River Basin

2. Time: About 7000 years ago

3. Production tools: stone grinding tools.

4. Crops: rice

5. Settled life: dry house

6. Original aquaculture: livestock (pigs)

7. Primitive handicrafts: pottery, simple jade and primitive musical instruments.

(2) The life of Banpo's original residents combines the contents of words and pictures to summarize the production and living conditions of Banpo's original residents. Students discuss and summarize the following knowledge about the life of Banpo primitive residents.

1, location: Xi, Shaanxi, Yellow River Basin

2. Time: About five or six thousand years ago.

3. Production tools: stone grinders, stone knives, fishing forks, etc.

4. Crop: millet

5, settled life: semi-crypt house

6. Primitive aquaculture: pigs and dogs

7. Primitive handicrafts: pottery, textile, weaving and clothing.

(3) The original inhabitants of Dawenkou

Students discuss and summarize the following knowledge.

Dawenkou experienced polarization between the rich and the poor and entered the patriarchal commune stage.

Cooperative investigation

1. What is the significance of human beings going out of caves to build houses and settle down?

2. Why did the original residents of Hemudu build a dry fence house?

3. What progress has Hemudu aborigines made in production and life compared with Beijingers and cavemen?

Students work in groups to explore and communicate, solve the above problems and deepen their understanding of the text.

Summary promotion

Students, through today's study, you have learned about the primitive farming life in China. Let's work together.

List the comparisons and summarize what I have learned in this article.

People's Education Edition Volume 1 History Teaching Plan Grade 2

The story of the past

Teaching objectives

Knowledge and ability goals

Understanding the Origin of Chinese Civilization in the Age of Ancient Legends —— Huangdi and His Contribution to the Formation of Chinese Nation: Yao Shunyu's "abdication" and the end of primitive society.

Process and method objectives:

Cultivate the ability of thinking in images to perceive history; The ability to think comprehensively and systematically and trace the clues of historical development.

Emotional attitude and value goal;

Establish a correct concept of social development, stimulate patriotism and enhance national consciousness.

Emphasis and difficulty in teaching

Understanding the Yellow Emperor-"the ancestor of mankind" is the focus of the whole class.

It is difficult to correctly understand the meaning of Yao Shunyu's abdication.

Learning guidance process

The teacher's explanation is combined with the students' analysis and discussion.

Import scene

Introduce the new lesson with the video of Jiang Bingkun, Yu Muming and Tomb-Sweeping Day.

Teacher: Students, what kind of person is the Yellow Emperor? Why are there so many people in Tomb-Sweeping Day to worship the Mausoleum of the Yellow Emperor? Today we are going to learn the third lesson, ancient legends, with these questions.

Autonomous preview

1, read the text and combine the courseware pictures to understand the content of this article.

2. Discuss the knowledge of the origin of Chinese nation, early ancestors of human beings, abdication system and so on in groups.

(1) Yan Huang Nian Chi, you

Combined with the text content and courseware pictures, this paper summarizes the origin of the names of the Chinese nation and descendants of the Yellow Emperor, and understands the battle of Zhuolu. Obviously, the war launched by the Yellow Emperor broke the narrow boundaries between clans, promoted mutual communication and integration, and laid the foundation for the formation of the Chinese nation, so it was honored as the ancestor of the Chinese nation.

(2) The Yellow Emperor-the ancestor of mankind

Combine the text content and courseware pictures to understand the contribution of the Yellow Emperor to mankind. Understand why he is called the ancestor of mankind.

(c) Yao Shunyu's abdication.

Understand what abdication is and its essence, Yao Shunyu's deeds. Understand the story of Dayu's flood control and the establishment of Xia Dynasty.

Cooperative investigation

1, how to treat myths (that is, all kinds of myths and legends about inventions during the Yellow Emperor period)? What do you think is credible? What are myths? How to treat it more scientifically?

2. When did Chinese civilization last for five thousand years? Why do later generations call the Yellow Emperor the ancestor of mankind?

Have you heard any other legends about Yan Di, Huangdi and Yao Shunyu? What kind of people can be elected as tribal leaders?

Students work in groups to explore and communicate, solve the above problems and deepen their understanding of the text.

The first volume of the history teaching plan for the third grade.

The Reforms of Shang Yang

Teaching objectives:

Remember the symbol of the development of productive forces in the Warring States period, the beginning time and main contents of Shang Yang's reform, and understand the reasons and significance of Shang Yang's reform.

Key points:

Content and Evaluation of Shang Yang's Reform

Difficulties:

Significance and function of some measures to reform and conservative differences of opinion

Teaching time:

1 class hour

Teaching process:

First, the introduction of new courses.

Look at the summary on page 38 of the textbook, and analyze the situation of Qin in the early Warring States period, ranking last among the seven heroes, but Qin became strong in the middle and late period, and wiped out six countries through a series of wars, thus completing the reunification of the country. So, how did Qin go to the road of becoming a powerful country? -Shang Yang's political reform (this is a main way)

Second, the teaching process

(A) Qin Xiaogong (Why do you want to implement political reform? )

1, reason

Economic development and social progress (social reasons): the widespread use of iron and the popularization of Niu Geng (the main symbol of the development of productive forces).

Qin is relatively backward (due to its own reasons): the alliance is not allowed to participate, and Wei is unable to fight back when it invades.

2. Measures

Reform the internal affairs, reform the law to strengthen the country, and promulgate the law of seeking talents. (Qin Xiaogong is far behind and will be beaten)

Shang Yang came to the State of Qin.

Understand that "if you can strengthen the country, it is illegal; If it can benefit the people, don't follow its rituals. "

(2) Shang Yang presided over the reform.

1, time: 356 BC.

2. Background: Supported by Qin Xiaogong.

3. Main contents:

Economically: reform the land system-abolish the "well field system" and implement private ownership of land; Emphasizing agriculture and restraining business-rewards and punishments are clear.

Politically: reward military achievements-reward according to merit, regardless of rank; Move the capital to Xianyang, implement the county system-strengthen state management and set up 3 1 county; Strict law-sitting together.

4, the impact of the reform:

Infringed on the interests of the nobility-Shang Yang was executed by a chariot.

Get results-even women and children know the "king of business".

(3) Changes in the State of Qin

1. Nature: It was an important political and social reform at the end of the Warring States Period.

2. Results: Abolish the old system and establish a new system; Qin Jun's combat effectiveness has been greatly improved; Social and economic development.

3. Water conservancy projects: Dujiangyan and Zheng Guoqu.

(4) Summary

How did the State of Qin embark on the road of becoming a powerful country?

The previous situation was weak-Qin Xiaogong was determined to reform-Shang Yang presided over the reform-and the results were remarkable (strong)

Thinking: Why did Shang Yang's political reform succeed?

(5) Blackboard design

1. Why did Qin implement political reform?

2. What measures did Qin Xiaogong take in the early stage of political reform?

Social progress (society): iron, Niu Geng (symbol) reformed the internal affairs, reformed the law to make it stronger, and issued the order of seeking talents (Shang Yang)

Qin's backwardness (itself): contempt and blow

3. What is the specific content of Shang Yang's political reform?

4. What kind of social impact does the reform have (see fine print)?

Economy: Reforming the land system-abolishing the well-field system and infringing on the interests of the nobility-Shang Yang was killed by a car.

Emphasizing agriculture and restraining business-rewards and punishments are clear and effective-women and children all know the law of business king

Politics: Reward on merit-reward on merit, regardless of dignity.

Move the capital to Xianyang and implement the county system-strengthen state management

Strict law-the practice of sitting together

5. What achievements have been made in the reform?

6. Is the reform successful?

(Nature: It is an important political and social reform) Analysis of the purpose of Qin Xiaogong's political reform-strong political reform.

A new system was established, which improved the combat effectiveness of the army and developed the economy. Did it come true? Conclusion-this is a success.

Building water conservancy-Dujiangyan and Zheng Guoqu reform.