The complete teaching plan of the first volume of the seventh grade history
Early humans in China
Curriculum standards take early humans such as Yuanmou people and Beijingers as examples to understand the cultural remains of primitive humans in China.
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 step
On Teachers' Activities and Students' Activities
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.
Students' reading class
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? (simultaneous solution? Beijingers? The origin of place names, Lantian people, etc. ) "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.
Transition to the next goal.
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).
Compare Beijingers with cavemen.
The age of life
physical features
tool making
home fire
Dress
Natural transition to stimulate students' interest.
Comparison between students reading textbooks and filling out forms
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?
Students answer as a summary.
Expand your mind.
Sixth, practice
"Learning Evaluation" at the end of this book.
Teaching postscript
Lesson 2 the remains of primitive farming culture
The curriculum standard briefly describes the characteristics of primitive farming culture such as Hemudu site and Banpo site.
Teaching objectives
Memory and understanding: remember the times, regions and food crops they lived in. Understand the influence of natural conditions on farming life.
Ability and methods: cultivate observation ability by looking at maps; Cultivate aesthetic ability by observing the artifacts of primitive farming era; Through the comparison between Hemudu site and Banpo site, Paleolithic site and Neolithic site, students are trained to master and use the comparison method.
Emotion, attitude 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 their adaptation, utilization and transformation of nature, we can understand the relationship between man and nature.
The emphasis and difficulty of teaching are Hemudu and Banpo ruins, the former is more important.
The difficulties are the significance of the Neolithic Age, the life of the primitive inhabitants and their relationship with the environment. Social conditions reflected by Dawenkou tombs.
Teaching step
On Teachers' Activities and Students' Activities
First, the introduction of new courses.
What is our staple food for three meals a day? Introduce the origin of agriculture and agriculture into the new knowledge of this course.
(The expedition team entered the next stop and came to Yuyao, Zhejiang)
Dialogue with what students are familiar with, so as to close the distance between history and reality.
Second, Hemudu site
Where was this site found? What did you find? What can these findings tell us? Can you draw the houses of Hemudu aborigines?
Besides, what other production activities are they engaged in? Do you know how rice is planted, stored, processed and eaten?
What's the local climate like? What does this have to do with these living habits of our ancestors?
Guide students to read P 12 Shibei.
This is the farming culture of the primitive inhabitants in the south. Is the farming culture of the primitive inhabitants in the north the same?
Students read, search and discover.
Understand the needs of life and make corresponding tools.
Understand the life of the original inhabitants of Hemudu and its relationship with the natural environment
Do you know the earliest cultivation of rice and millet?
Transition, stimulate students' interest in continuing to explore.
Three. Banpo Site
Let the students read the book to understand "Is the production and life of the aborigines in Banpo Site the same as Hemudu?" "What's the difference?" "Why is this happening?"
Observe the stone tools and pottery in the book and see what they are used for. How to use it?
Can you restore the house where Banpo people live according to the description and your understanding of the fine print P 10 in the book?
Read a book with a question and aim at it.
Bold speculation, imagination
Students read books, and then try to draw their own houses where Banpo people live.
On Teachers' Activities and Students' Activities
Four. Dawenkou ruins
Near Taian, Shandong Province, a more advanced site of primitive farming culture-Dawenkou site appeared later than Hemudu and Banpo.
Now please read a book and think about the similarities between Hemudu, Banpo and Dawenkou. What are their characteristics?
Guide the students to read the fine print and think about "What historical phenomenon is reflected by the differences in Dawenkou tombs?"
Under the guidance of teachers, students make induction and discovery by reading textbooks.
Verb (abbreviation of verb) abstract
China is the first country in the world to grow rice and millet. The primitive farming culture in China has two types: early origin, great achievements and existence in the north and south.
Listen carefully with pride.
VI. Learning activities and learning evaluation
Evaluate and consolidate in class.
Consolidate knowledge and stimulate interest.
Teaching postscript
Lesson 3 Ancient Legends
Curriculum standards know the legends of Yandi Huangdi and Yao Shunyu, and understand the difference between legends and historical facts.
Teaching objectives
Memory and understanding: remember the important figures in ancient legends, and remember the predecessors and ancestors of the Han nationality. Understand the essence of the legend about the relationship between Yan Di and the Yellow Emperor and the origin of agriculture, and understand the meaning and essence of "abdication".
Ability and Methods: Cultivate the ability to extract useful information from legends and help students master the basic methods of confirming history with legends.
Emotion, attitude and values: understand the history of the formation of the Chinese nation and cultivate reverence for the ancestors of Chinese human beings. Understand the fine conduct of ancient residents represented by Yu, inherit and carry forward the fine traditions of the Chinese nation, experience the hardships of Yu's water control, understand his achievements and appreciate the value of life.
Teaching emphasis and difficulty: the legend of agricultural origin and the formation of Chinese nation. The legend of Yu's water control.
Difficulties: the composition and nature of tribes and tribal alliances. The meaning and essence of "abdication"
Prepare before class. Collect legends and stories about Huangdi, Yan Di, Chiyou and Dayu.
Teaching step
On Teachers' Activities and Students' Activities
First, the introduction of new courses.
History pays attention to truth and reliability, and legends are inevitably exaggerated and fictional. However, many legends vividly reflect the history of mankind and contain extremely valuable contents.
Last class, we learned about primitive farming culture from archaeological evidence. In this lesson, we will learn about farming culture through legends. See what useful historical information about ancient farming culture is contained in those long-standing legends?
Listen and pay attention.
Create suspense and stimulate interest.
Second, the legend of Yan Di and the Yellow Emperor
China people claim to be descendants of the Chinese people. Do you know how they came from?
Explain the meanings and legends of "inflammation" and "yellow" (or take students as an example)
Sort out the origin of the Chinese nation:
What important information about farming culture have you learned from it?
On the Sacrifice of Yan Huang, the ancestor of China (the words on the two tablets)
Mobilize interest in participation
Listen or speak for yourself.
Clear and easy to master.
Students express their opinions.
Third, the legend of abdication
Description: Long after the Yellow Emperor, Yao and Shun gave way. Ask students to summarize the similarities and differences of their processes.
And draw a conclusion. Let the students briefly talk about how to treat the "abdication system".
Listen, read and summarize.
Fourth, the legend of water control
After Shun's death, Yu became the leader of the tribal alliance. It must be his outstanding ability and political integrity and high prestige. Why do you see it? Let's learn about the legend of Yu's water control.
Ask the students to tell the legend of Dayu's water control. Then, why is Yu Can successful in water control? So to sum up: Yu succeeded in controlling water and established a high prestige.
Handle reading and speaking in the auxiliary column.
Transition and import.
Students behave well, provide them with a platform for performance and gain a sense of success.
Fifth, emotional sublimation.
What can we learn from them?
These are the traditional virtues of our Chinese nation, and we should carry them forward.
Students are free to express their views.
Sixth, expand learning.
P 16 learning activities let students tell other legends. Name the legends and point out what historical phenomena they reflect or what important information they provide.
Students speak.
Teaching postscript
Lesson 4 Xia Dynasty and Shang Dynasty
Curriculum standards briefly describe the historical facts of the establishment of Xia Dynasty, and understand the evolution from abdication system to hereditary system of the throne. Understand the alternation of Xia and Shang dynasties.
Teaching objectives
Memory and understanding: remember the approximate time and signs of the emergence of the country on the land of China, and remember the capital of the late Shang Dynasty. Understand the important position of Xia Dynasty in the history of China. Understand the main manifestations of the prosperity of Shang Dynasty.
Ability and Methods: By summarizing the historical characteristics of Xia and Shang Dynasties, we can cultivate the ability of generalization. Through the evaluation of Yu and other historical figures, we can cultivate our initial ability to evaluate historical figures. A preliminary understanding of the method of AD chronology.
Emotion, attitude and values: learn the relevant knowledge of the formation of the country and carry out historical materialism education. By studying the history of Xia and Shang dynasties, we can learn more about the long history of the motherland and carry out patriotic education. Cultivate the feelings of distinguishing right from wrong, love and hate.
Emphasis and difficulty of teaching: the establishment of Xia Dynasty and the capital of late Shang Dynasty. Difficulties: the symbol of the establishment of the Xia Dynasty: the significance of the country.
Teaching step
On Teachers' Activities and Students' Activities
First of all, talk about new lessons.
Who was the last tribal alliance leader who abdicated? Want to know how it has evolved since then?
Introduction 3: Do you know the emperor? Do you know how the throne was inherited? Do you know when this system called "hereditary" began?
Listen carefully to attract students' interest in further learning and understanding.
Starting with the questions that students are familiar with, we can narrow the distance between history and reality.
Second, the Xia Dynasty-the first dynasty in China.
1. Establishment of Xia Dynasty: Explain the establishment of Xia Dynasty. In fact, Yu has established a dynasty according to his own wishes. This is called Xia Dynasty in history, and it was founded around 2070 BC.
With the help of the mathematical "number axis", the year of AD was explained.
This project is theoretical and lacks corresponding historical evidence. Teachers give priority to explanations and students listen carefully.
Answer the teacher's question.
2. The rule of Xia Dynasty
How did Yu succeed to the throne after his death? What's the difference between this and Zen? What do you think of this way of succession to the throne? Let the students talk about how Qi consolidates its dominant position. And remind students to pay attention to the word "slave". (3) Why is the regime created by Yu called the state? How is it different from the previous tribal alliance?
Students talk about these issues by reading textbooks and combining their own extracurricular knowledge. Then the teacher summed up and sorted out the difficulties.
Third, the establishment and relocation of the capital of Shang Dynasty.
1. Establishment of Shang Dynasty: Transition. then
Instruct students to read the fine print "What kind of monarch is Xia Jie? Do you think the war that destroyed summer is just or unjust?
2. The Shang Dynasty moved the capital: reasons, environment and influence.
Go on to the next question.
Understand the essence of right and wrong, good and evil, justice and injustice in war.
Pave the way for the next study.
Fourth, the ups and downs of Shang Dynasty.
1, the territory of Shang dynasty: students look at the map in the textbook and talk about it.
2. Economic development: What does the illustration show? Then read the textbook and talk about the performance of Shang Dynasty? And ask the students to summarize.
3. The demise of the Shang Dynasty: Yes, look for the same reasons for the demise of Xia and Shang Dynasties. Cultivate the ability to read pictures.
Students read textbooks, cultivate their ability of analysis, comparison, induction and generalization, and realize the relationship between the rise and fall of a country and tyranny.
Verb (verb's abbreviation) Summary: Student: What questions have been talked about and what are the implications? Cultivate the ability of synthesis and generalization
Teaching postscript
Lesson 5 The Rise and Fall of the Western Zhou Dynasty
Curriculum standard: Understand the replacement of the Western Zhou Dynasty, and describe the main contents of the enfeoffment system in the Western Zhou Dynasty.
Teaching objectives: memory and understanding: memory of Zhou Wuwang's destruction of commerce and the establishment and end of the Western Zhou Dynasty; Understand the main contents of the enfeoffment system.
Ability and Methods: Cultivate students' ability to study history by combining literature and history, as well as their ability to analyze and compare, and improve their ability to read and analyze historical materials. Emotion, attitude and values: knowing that the opposition between people determines the outcome of the war, objectively and historically understanding the role of the enfeoffment system, and realizing the importance of correctly adjusting the rule according to the changed situation.
Teaching emphases and difficulties Teaching emphases are the main contents of the enfeoffment system.
The necessity of implementing the enfeoffment system and the reasons for maintaining the enfeoffment system are the difficulties of this course.
teaching process
On Teachers' Activities and Students' Activities
First, introduce the new lesson: Have you seen the TV "List of Gods"? Who can tell me what kind of story it tells and import it?
Pay attention to guiding students. Mythological works are very different from history. Use what students are familiar with to arouse students' interest and guide them to treat literary and artistic works correctly.
Second, the establishment of the Western Zhou Dynasty.
1, a brief account of the development of Zhou nationality.
2. The Zhou Dynasty destroyed the Shang Dynasty: Select students to talk about the battle of Makino that destroyed the Shang Dynasty in the Zhou Dynasty, and ask students to summarize a related idiom. And what is the most critical factor in winning or losing this war?
3. The establishment of the Western Zhou Dynasty: Students talk about the establishment time and founder of the Western Zhou Dynasty. The teacher explained the origin of the Western Zhou Dynasty with the map in the book.
Improve students' enthusiasm for participation.
It is the most critical factor for students to understand the opposition of human heart through analysis.
Observe and read maps.
Third, the enfeoffment system
1. After the students read the textbook together, lead a student to preside: ask questions to the rest of the students.
Hosted by students, with high enthusiasm.
actively participate in
Possible question: why should we implement the system of enfeoffment? Who are the heroines? What are the main waiting countries? Which big watershed are they in? What are the rights and obligations between vassals and Zhou Wang? What role did it play? Do you think the feudal system can consolidate the rule of the Western Zhou Dynasty for a long time?
2. Students or teachers summarize. The analysis of the advantages and disadvantages of the enfeoffment system laid the foundation for the future study of the enfeoffment system in the Spring and Autumn Period.
Cultivate and improve the ability of induction and generalization
Fourth, the end of the Western Zhou Dynasty.
It is pointed out that at the end of the Western Zhou Dynasty, due to the interweaving of various contradictions, the inevitable fate of the demise of the Western Zhou Dynasty was determined. Finally, in the first 77 1 year of the rule, the dog Rong broke through the Haojiang River and ended the rule.
Ask the students to read the fine print in the book and find out the subjective and objective reasons for the demise of the Western Zhou Dynasty in Zhou Youwang.
Students read the textbook, find out the reasons and train their generalization ability.
Verb (abbreviation for verb) class summary: Students will summarize the contents of the class. The teacher added.
6. Learning and inquiry: learning and evaluation, reading "Shi Bei".
Homework: experience and problems.
Teaching postscript
Lesson 6 Spring and Autumn Hegemony
The curriculum standard knows the historical facts of the Spring and Autumn Hegemony.
Teaching objectives
[Memory and Understanding]: Memorize the years and characteristics of the Spring and Autumn Period, the historical facts of Jin Wengong's hegemony with Chu Zhuangwang and wuyue's hegemony, and understand the same reasons why Qi Huangong became the first hegemon and achieved hegemony with all hegemons in the Spring and Autumn Period. [Ability and Methods]: Learn the history of this lesson by explaining, reading textbooks, summarizing and comparing, and cultivate and improve students' comprehensive generalization ability. 【 Emotion, Attitude, Values 】: Understand that the collapse of enfeoffment system in the Spring and Autumn Period led to hegemony, learn from Qi Huangong's mind and the amount of employing and accommodating people, understand the significance of correctly handling interpersonal relationships, and understand that the success of overlord also lies in reform and strengthening the country.
Teaching emphasis and difficulty: Qi Huangong became the first overlord in the Spring and Autumn Period. The reason for the hegemony in the Spring and Autumn Period is the difficulty of this lesson.
teaching process
On Teachers' Activities and Students' Activities
First introduce the new lesson: review the rights and obligations of the enfeoffment system and introduce it. Memory is the basis of learning.
Second, the Spring and Autumn Five Overlords
1. Establishment of the Eastern Zhou Dynasty: the Western Zhou Dynasty ended, Zhou Pingwang moved its capital to Luoyi, and the Eastern Zhou Dynasty began. It also shows that the Eastern Zhou Dynasty included the whole Spring and Autumn Period and the Warring States Period.
2. Characteristics of the Spring and Autumn Period: Explain the characteristics: First, the decline of kingship (reasons, manifestations and influences), and second, hegemony. Introduction to Quotations.
3. Five tyrants in the Spring and Autumn Period: Students tick the books and find out the corresponding places of these countries on the map. This part of the content is theoretical, and students lack the necessary intuitive materials to help them understand, so students are required to listen carefully, read textbooks and implement them in books.
What does this mean? What characteristics did it reflect at that time?
Third, Qi Huangong was the first tyrant.
1, look at the picture and read: Who are you talking about? What does this have to do with Qi Huangong's hegemony? How do you feel about guiding students to read textbooks?
Read the fine print and see how the relationship between Qi Huangong and Guan Zhong changed before and after he became a monarch. What do you think of this change?
4. With a solid material foundation, how did you become the overlord? Students study to solve problems.
Train to read historical maps.
Cultivate students to extract effective information from historical materials.
Infiltrate the education of students' interpersonal relationship.
Cultivate comprehensive generalization ability.
1. The first volume of the seventh grade history teaching plan collection
2.20 19, the first volume of history lesson plans.
3. Seventh grade history review teaching plan
4. The teaching design of the history of the seventh grade in PEP.
5.20 19 Work Plan of Grade 7 History Teacher for Last Term