1 .7 grade history courseware
Teaching objectives
Through the study of this lesson, we can understand the overall appearance of social life in Song Dynasty, including the main characteristics of clothing and diet, living conditions and architectural style. Traffic and travel conditions; Cultural and recreational activities, festivals and customs, etc.
By understanding the past social life history, we can improve our ability to understand and improve modern social life. Understanding the conditions and characteristics of material and cultural life is helpful to better understand our current material and cultural life and improve our ability to creatively improve it.
Through the understanding of past daily life, students can have a more vivid and intuitive understanding of history, narrow the distance between students and history, and deepen their affinity with the history and culture of the Chinese nation.
Textbook analysis
The teaching content of this course can be divided into two aspects: one is material life, including food, clothing, housing and transportation, and the other is spiritual life, including entertainment and festivals.
Judging from the narrative development of teaching materials, clothing and ceramic tiles can be regarded as key contents. At the same time, the clothing problem involves the mutual influence of the cultures and lifestyles of all ethnic groups in China; Wazi belongs to the problem of urban commercial prosperity, which is also the difficulty of this class.
teaching process
Introduction: Ask questions, guide students to review and summarize the historical facts of agricultural production, handicraft production development and commercial development in Song Dynasty, introduce the teaching content of this course, and explain that the progress of social production has brought new changes to people's daily life, so that students can realize the progressive foundation of material and cultural life in Song Dynasty.
First, changes in customs such as food, clothing, housing and transportation.
1. Clothes: small sleeve short jacket with narrow body; Women wrap their feet.
Appreciate Song Dynasty illustrations such as The Riverside Scene at Qingming Festival, describe the costumes of the characters in the picture, or analyze the status of the characters through different costumes.
Pay attention to three questions:
1. The historical changes of costume features in the Song Dynasty, from simplicity in the early years to luxury in the late years, on the one hand showed the development of social economy, on the other hand, it also showed the gradual decay of the ruling class. Secondly, the influence of ethnic minorities was clearly reflected in the costumes of the Song Dynasty. Zhu Yue said: "In this world, most clothes are Hu clothes, such as collars, boots and shoes. The crown clothes sweep the floor first." This is the result of long-term ethnic exchanges and ethnic integration, which makes students realize that cultural exchanges between ethnic groups have played a role in enriching people's material and cultural life. Thirdly, the custom of foot-binding in Song Dynasty shows the decadent values of the ruling class and the low status of women at that time, and guides students to critically understand these historical phenomena.
2. Food: pasta is the main food in the north and rice is the main food in the south; In the Northern Song Dynasty, mutton was the most meat, and in the Southern Song Dynasty, fish was the most.
Guide students to think about the differences in eating habits between the North and the South at that time and the influence of ethnic minorities on eating habits in the Central Plains.
4. Residence: hut, tile house and mansion.
Show pictures of various houses and ask students to point out what types of houses there were in Song Dynasty. What are the characteristics of various houses? Guide students to compare the differences between urban and rural housing, which is convenient for students to understand and compare.
4. Line: ox cart and donkey cart; Sit in a sedan chair and ride a donkey and mule.
Guide the students to understand what kinds of means of transportation were mainly used in the Song Dynasty, and what are the differences between the means of transportation used by people of different social status? Besides transportation, what other conditions facilitated people's travel in Song Dynasty?
Second, lively tiles and happy festivals
1, Wazi: a place for entertainment and business.
Guide the students to analyze the activities in the tiles. To sum up, let the students understand that there are entertainment activities such as literature and art, sports, trading activities such as commodities and catering, and service activities, all of which show the prosperity of the metropolis.
Festivals: Spring Festival, Lantern Festival, Dragon Boat Festival and Mid-Autumn Festival.
Ask the students to point out the important festivals in Song Dynasty. What are the important traditional festivals in Song Dynasty? Ask students to point out how people celebrated these festivals at that time. What activities are rare today? What activities are similar to today's?
Finally, the teacher explained that festivals are an important part of a nation's cultural life, and we should absorb the excellent essence of traditional festivals to enrich our lives.
Third, the class summary (omitted)
4. Homework: Homework after class
2. Seventh grade history courseware
First, change ideas.
History is an ancient subject, but the classroom teaching of junior high school history is not dead. Conventional teaching is drifting away, and a brand-new teaching concept is born out of respect for students' individual needs. Creating a vibrant classroom has become the ideal of every teacher. Therefore, I try to avoid the simple addition of "teaching" and "learning" in teaching design, strive to pursue a new pattern of classroom teaching with benign interaction and common development between teachers and students, strive to build an equal, democratic, relaxed and harmonious relationship between teachers and students, and practice the roles of guide, promoter and appreciator.
Second, interpret the teaching materials.
The change of teaching concept has been realized, and the understanding and grasp of teaching materials will also change. In my opinion, "History Curriculum Standard for Junior Middle School" has changed the orientation of teaching materials, from a simple carrier of knowledge inheritance to an auxiliary tool for effective learning. The function of teaching materials can only be reflected through the design and guidance of teachers and the participation of students in teaching.
In terms of position and function, in the third lesson of Unit 2, The Shift of Economic Center to the South and the Development of Ethnic Relations, this lesson not only gives a general description of the social outlook of the Song Dynasty, but also embodies the important theme of ethnic integration.
From the content and objectives: (Knowledge and ability:) In the process of learning this lesson, students will understand the general appearance of social life in the Song Dynasty, including the main characteristics of clothing, diet, living conditions, architectural style, means of transportation, cultural and recreational activities, holiday customs and so on. And try to capture effective information from pictures, poems and other materials to appreciate the social features of the Song Dynasty. Therefore, I can exercise my ability of map reading, judgment, analysis and knowledge transmission, look at the development of history from the perspective of connection and development, realize that culture is the reflection of politics and economy in a specific period, and understand the reasons for the changes in social life in Song Dynasty. (Emotion, attitude, values:) In the discussion of the reasons why the social appearance of the Song Dynasty is so diverse, under the guidance of teachers, students will find the rich and colorful social life of the Song Dynasty, which is the embodiment of the highly developed social economy in the Song Dynasty and the result of ethnic exchanges and ethnic integration. At the same time, they will also feel the profoundness and inheritance of Chinese culture, and their sense of identity with Chinese history and culture will spontaneously arise, and their national pride will also be enhanced. (Process and method:) In order to achieve the above goals, I design to provide students with more intuitive and emotional materials, and try to narrow the distance between history and them; Create a situation, let the whole class lead cartoon characters to "tour" Tokyo, experience the social life of the Song Dynasty, and strive to integrate inquiry learning methods into happy learning. In this process, my students and I use the interactive whiteboard purposefully and in a planned way, leaving traces of autonomous learning in every key link to prepare for the after-class summary.
From the key point of view: the change of costumes and the appearance of tiles in the Song Dynasty may be difficult for students to understand in the learning process, which I regard as the focus and difficulty of this lesson. In order to solve the teaching tasks of these two links, on the one hand, I design to provide students with appropriate extracurricular materials and create conditions for them to actively summarize the characteristics of the times of costumes in the Song Dynasty through observation and comparison; On the other hand, guide students to study texts, stick to textbooks, try to find out the basis for various characteristics of tiles, and help students use textbooks as learning tools in a timely and scientific manner.
Third, analyze the academic status quo.
Under the impact of curriculum reform, the history classroom can no longer be closed. My teaching target is first-year students. They are naive, lively, curious and curious. They have been exposed to history through various channels such as the internet, libraries, film and television works, newspapers and magazines. They prefer intuitive and interesting historical materials, are willing to participate in teaching and are good at imagination. In the teaching process of this course, they learned the related knowledge of the coexistence and communication of various ethnic groups in the Song Dynasty, and understood the historical background of this course. I also have the ability to read, analyze and compare historical materials, and I am ready to participate in the colorful student activities of this class. From this, I come to the conclusion that students' knowledge, ability and psychological preparation for learning this lesson are sufficient.
Fourth, the display process
Teaching at the design level has no practical significance. The process of practicing teaching design excites me and makes me grow. Next I will show my teaching process step by step.
The first step: knowledge paving.
In order to help students better understand the historical background of the social scene in the Song Dynasty, my students and I briefly reviewed the knowledge we learned in the past, including the regime change of the Han nationality and ethnic minorities in the Song Dynasty, inter-ethnic exchanges and so on. During this period, I used the screen shielding function of the whiteboard to temporarily shield the topic to help students concentrate and make knowledge review more efficient.
Step 2: Easy Import
After showing the theme of this lesson, I played a segment of the newly released cartoon McDull, the main content of which was based on the 3D animation of Zhang Zeduan's The Riverside Scene at Qingming Festival, which initially showed the life picture of the Song Dynasty. The classroom atmosphere immediately became relaxed and happy, and the students were full of interest.
Step 3: Choose independently.
After watching the short film, I asked my classmates about the relationship between the cartoon character "McDull" and the protagonist "Wheat" in the short film, and asked them if they would like to take McDull with them to see the real world of their ancestors' lives. After getting a positive answer, they will show today's study and travel tasks: "clothing", "food", "shelter", "travel" and "entertainment" to create a situation for the students. I will fully respect students' choices and let them feel "I am the master of my class".
Food is the most important thing for people. In practical teaching, most students and I would like to know more about the food culture of the Song Dynasty, and then we will enter the study of the food in the Song Dynasty. The setting of this optional link eliminates the sense of distance between students and me. They found that teachers and students are completely equal in life, which will create a more democratic atmosphere for later teaching activities and encourage children to participate in teaching activities boldly.
Step 4: Interactive learning
Since then, students have entered the main part of this class. Under my guidance, students will gradually understand and summarize the social features of the Song Dynasty through various preset activities and the use of electronic whiteboards. My teaching presupposition is random, so in actual teaching, I will tell the teaching process of this class step by step according to the students' choice order.
1. "Food" in Song Dynasty:
Teachers use the whiteboard database to drag and drop food pictures and names prepared in advance onto the screen to prepare for students' activities.
Student activity 1: Students use the whiteboard game "Guess!" -Please use the whiteboard to drag the picture to the corresponding name.
The design goal of this link is to stimulate students' sense of participation and encourage students to try boldly and communicate actively through the operation of one person on the stage and the common suggestions of the whole class.
Student activity 2: Talking about diet-summarizing the characteristics of diet in Song Dynasty independently.
After finishing the previous activities, I guided the students back to the textbooks, discussed and summarized the dietary characteristics of the Song Dynasty by combining the contents of the text and the extracurricular materials I provided, combined with the knowledge of regime change and social nature, and came to the conclusion that the main ingredients changed as the regime moved south, and gorgeous and delicious food only belonged to the ruling class.
Students use the whiteboard to fill in the blackboard-students fill in the characteristics of diet on the whiteboard according to the content just discussed.
In this activity, students will use electronic whiteboard to combine their study with my preset blackboard writing. At the same time, the pages of students' blackboard books will be saved in the database of electronic whiteboard, which will be the important material for my final review of this lesson.
2. "Clothes" in Song Dynasty
Clothing is the embodiment of the mainstream thought and aesthetic taste of an era. The characteristics of costumes in Song Dynasty are the key and difficult point of this course. In this section, students will discover through three activities that the clothing in Song Dynasty was deeply influenced by economic development, national integration and feudal ideological trend.
Student activity 1: judge people by their clothes-rank the people in the picture according to their clothes.
Students understand that you can't judge a book by its cover. I use an unconventional expression to arouse students' curiosity, and guide students to combine the relevant knowledge in the text, carefully observe the pictures and boldly guess the identity of the characters in the pictures. Students give full play to their imagination, using not only the knowledge about the costumes of the Song Dynasty described in this lesson, but also the knowledge about the living conditions gap of different classes in feudal society. Students with strong thinking ability will further come to the conclusion that after the exploitation class is eliminated, clothing no longer reflects class differences.
Student Activity 2: Express your opinion-evaluate foot binding and talk about the beauty you admire most.
The sharp contrast between the real picture of foot-binding and Su Shi's admiration for the beauty of feet is the most wonderful material for students to discuss. In the activity, students can not only clearly judge whether foot-binding is beautiful, but also infiltrate the content of cultivating correct aesthetics into the history study of junior middle school politics class.
Student activity 3: Look at the pictures to know the change-observe the pictures and find out the changing characteristics of costumes in Song Dynasty.
Observing pictures and getting information is part of historical ability. Through comparison and communication, students discover the dynamic development and main characteristics of costumes in Song Dynasty.
Students fill in the blackboard with a whiteboard-students fill in the changes and characteristics of costumes in the Song Dynasty on the whiteboard according to the conclusion just discussed.
3. "Entertainment" in Song Dynasty
Daily entertainment and festivals are the main contents of spiritual life in Song Dynasty. They belong to both the ruling class and the general public and farmers. They are based on the rising level of material civilization in Song Dynasty and contain profound traditional culture. I organized the following activities in this department:
Student activity 1: Students say "Yuanri" to me on the whiteboard-show pictures of festivals and poems about Yuanri, and ask students to come to the stage to interpret the words that express the festival customs in the Song Dynasty.
In this activity, students not only take the initiative to learn, but also share their research results with you. As primary school teachers, their self-confidence and sense of ownership in their studies are naturally enhanced; In the process of telling, students also use the drawing function of electronic whiteboard to indicate the main points, and their hands-on ability and language organization ability have been fully trained; Immediately after the lecture, I warmly praised the students and encouraged them to take part in the following activities more actively.
3. Seventh grade history courseware
Mastering the battle of Guandu and the historical role of Battle of Red Cliffs, the reason why Cao Cao was able to unify the north, the reason why Cao Cao and Battle of Red Cliffs failed and the reason why the situation in the three countries split.
Improve the ability to retell major historical events. At the same time, through the analysis of the reasons for Cao Cao's victory and defeat, the students' ability to analyze historical phenomena and grasp the essence reflected by them can be improved. By comparing historical facts with plots described in literary works, students' ability to distinguish historical facts from literary creation can be improved.
Recognize that every historical event has its objective conditions. However, people's subjective initiative, especially in line with the actual situation, also plays an important historical role. It is generally accepted that when evaluating historical figures, it is mainly to see whether they have touched the progress of society and the development of productive forces.
This lesson focuses on the battle of Guandu and the formation of the tripartite confrontation between Battle of Red Cliffs and the Three Kingdoms.
Design idea: Using multimedia courseware to create historical scenes, bring students into a specific historical atmosphere, fully mobilize students' existing knowledge, attract students' attention and stimulate students' interest in learning.
Teaching plan design:
Create scenarios and introduce new courses.
Play the theme song (video) of Romance of the Three Kingdoms: "The Yangtze River flows eastward, the waves wash away all heroes, success or failure turns empty, the green hills are still there, and the sunset glow is a few degrees red."
Doubt: 1. Tell me about the heroes you know in this period (how many heroes are there at a time).
Do you like Cao Cao or Zhuge Liang? Why?
Teacher: Are Cao Cao and Zhuge Liang in your mind the same as those in the calendar? Let's learn about the two wars related to them.
Explore new knowledge
First, the battle of Guandu and Battle of Red Cliffs.
1. At the same time, show the operational schematic diagram of Guandu and Battle of Red Cliffs.
Doubt:
What are the similarities and differences between the two sides, results, characteristics and functions of the two wars?
2 "I want to ask": (Students ask questions and teachers and students discuss them together. )
2. "Cooking wine as a hero": Some people think that when something happens, Cao Cao is an official and Zhuge Liang is a prophet. Please tell me your opinion.
3. Play a fragment of the burning Red Cliff.
Teacher: What was the result of Battle of Red Cliffs, and what impact did it have on the situation at that time?
Second, the formation of the tripartite confrontation among the three countries.
1. Animation: the situation map of the Three Kingdoms.
(Explain the meaning of "concentration")
2. Question: Was Cao Cao a figure in the Three Kingdoms period?
3. Self-study teaching materials
The teacher emphasized that Yizhou is Taiwan Province Province, which proves that Taiwan Province Province is the territory of China. )
Cooperative exploration: from the warlord melee to the tripartite confrontation in the late Eastern Han Dynasty, do you think it is historical progress or retrogression?
Activities and surveys
1. How much do you know about the proverbs of the Three Kingdoms?
2. According to what you have seen and heard, which ones are related to the cultures of the Three Kingdoms (such as advertisements, tourist attractions, articles, etc.). )?
End: (showing courseware) Su Shi's "Nian Nu Jiao? Chibi nostalgia.
4. Seventh grade history courseware
learning target
1。 Master historical concepts such as "hereditary system", "ruling the world", "family world" and "Mu Ye War".
2。 Master Xia Qi, Xia Jie, Shang Tang, Pan Geng, Shang and Zhou Dynasties, Zhou Wenwang, Zhou Wuwang and other historical figures and their main activities.
3。 Grasp the basic historical facts of the replacement of Xia, Shang and Zhou Dynasties and the brief situation of the feudal system implemented by the rulers of Western Zhou Dynasty to consolidate their rule, so as to lay a foundation for further understanding of the economic and cultural development of slavery in Xia, Shang and Zhou Dynasties in China.
Learning focus
1, the first slave country in China's history-Xia Dynasty.
2. The enfeoffment system in the Western Zhou Dynasty.
3. Xia, Shang and Zhou alternate.
Learning disability package system.
Learning navigation
Do you know how the earliest country in our country was established? Please read the content of the item "Rise and Fall of Xia Dynasty" on page 20 of the text carefully and answer:
Imitate the graphic method of knowledge structure above, and ask students to read the subtitle "Shang Tang Xia Jue and Wu Wang Fa" on page 2 1-23, find out the knowledge points contained in the subtitle, and list its knowledge structure:
Explore together (don't be attached, don't follow the crowd, let thinking become a habit)
1。 You must have seen the TV series "The List of Gods"! Nezha and Erlang God in the play are both powerful heroes who helped Zhou Wuwang defeat Shang Zhouwang. Do you think attacking Zhou is just or unjust? Tell me your reasons.
2。 Think about how the rulers of the Western Zhou Dynasty firmly controlled the vast areas they conquered in their own hands. (Objectively) How to control the vassals who were enfeoffed? (Method) What was the result of the enfeoffment system? (function)
Summarize and fill in the form: the replacement of Xia, Shang and Zhou Dynasties
The establishment of dynasties, the time of death, the capital, the founding monarch and the king of the country.
5. Seventh grade history courseware
[Teaching objectives]:
1. Knowledge and ability: Understand the violent politics of the Qin Dynasty and remember the time of the uprising in Daze Township. Understand the historical significance of Chen Guang Uprising and the historical facts of the dispute between Chu and Han.
Second, process and method: through the analysis of Qin Shihuang, the measures to be taken to consolidate the introduction of new courses were agreed; By analyzing the relationship between the tyranny of Qin State and Chen Sheng, and the relationship between Chen Sheng's uprising and the demise of Qin State, we can learn the method of causality. Master the dynamic map of peasant uprising.
3. Emotion, attitude and values: Through undergraduate study, let students realize that Qin's violent politics is the main reason for arousing farmers' resistance and Qin's demise, and affirm and praise Chen Guang's pioneering spirit and its historical achievements; Understand the role of the people in promoting historical development.
Teaching emphases and difficulties
Focus: 1, Qin's violent politics 2, Daze Township Uprising
Difficulties: 1, the influence of violent politics in Qin dynasty on peasant uprising.
2. The role of Liu Bang's anti-Qin activities in Xiang Yu.
[Review and Introduction]: Through the study in the last class, we learned that Ying Zheng, the king of Qin, established the first unified multi-ethnic feudal country in China. What kind of system did he establish to consolidate his rule and what measures did he take to consolidate unity? At that time, the Qin empire was extremely powerful. Why did it only exist for more than ten years and then perish?
Health: omitted.
Teacher: Then let's learn the content of Lesson 10 together. I believe that students will have a clear understanding of the questions raised by the teacher after learning this lesson.
Health: ellipsis
Teacher: Please read the learning objectives of this lesson together. Presentation document
First of all, let's look at the first part of this class, Qin's violent politics, in which aspects.
A. Qin's tyranny
1. Heavy taxes, military service and corvee in Qin Dynasty.
Teacher: First, the students come to see a ballad, and then tell the teacher what information you got from the ballad. Students mainly mark the words marked by the teacher in red.
There are three sons in my family.
Eldest brother built the Great Wall, but we haven't seen each other for many years.
The second child defended the border and has not yet returned it;
The third child is busy with farming, and the rent is heavy;
There is not enough food, and it is difficult for a family to reunite;
Dare to be angry and dare not speak for fear of being robbed.
Health: ellipsis
Teacher: yes, in common parlance, it means not having enough to eat and not wearing warm clothes. So what is this phenomenon in other words? Yes, taxes are very heavy. What else is there? Look at the key words, build the Great Wall and guard the border. Who are these jobs for? Yes, this country, what can we say? Good. Corvee and military service are very heavy.
Criminal law is cruel.
Material 2: At that time, there was a strange phenomenon in the market of Qin State: shoes were not bought, but crutches were in demand. Why is this strange phenomenon happening? PPT (Showing Qin Dynasty Torture Instruments) requires students to think in combination with textbooks.
Health: Read a book and think about the cruelty of the Qin criminal law. Even if the offender is exempted from execution, he can't escape the punishment of cutting his nose, breaking his leg and digging his knee. So fewer people buy shoes and more people buy crutches.
Second, to sum up, brutal and violent means imprisoned people's thoughts, destroyed culture, hindered the development of education, and intensified the contradiction between intellectuals and the court in Qin Dynasty. Wait, wait, wait, wait.
Excessive: Qin Shihuang used this brutal and violent way to strengthen ideological control. Intellectuals can only think according to the requirements of the emperor, and can't have redundant ideas. Even if you are not satisfied, you dare not say it. People are more depressed and hate Qin Shihuang more. People in the Qin Dynasty were depressed, burdened with taxes, military service and corvee, and suffered from severe punishment. They were very dissatisfied with the rule of Qin Shihuang. Eager for change. Finally, in 2 10 BC, Qin Shihuang died on his way out on patrol. People expect life to be easier after Qin Shihuang's death. Have people's wishes come true?
Third, the dispute between Chu and Han (autonomous learning)
Teacher: Since 207 BC, after the demise of the Qin Dynasty, there have been two overlords?
Students: Xiang Yu and Liu Bang.
Teacher: As the saying goes, two tigers are not allowed in one mountain. Since then, there has been a five-year struggle between Xiang Yu and Liu Bang, which is called "Chu-Han dispute" in history. Then the students independently complete the form given by the teacher. Study with 50 pages of materials in the textbook.
Teacher: To sum up, Xiang Yu was powerful in the early days. He was called the overlord of Chu and named Liu Bang Hanwang. The struggle between them is called "Chu-Han War"! Later, Liu Bang was good at employing people and loving the people. In 202 BC, he won the battle and established the Han Dynasty. Liu bang is the emperor gaozu. This is the whole content of this lesson.
Class summary: First, students close their textbooks. Let's review what we learned in this lesson. The imperial inheritance that Qin Shihuang expected to be passed down from generation to generation only existed for 15 years, and then disappeared in history. The powerful Qin dynasty, which swept the six countries, only existed for more than ten years and then perished. What profound enlightenment does it give us? Reason: The Qin Dynasty exercised tyranny over the people. Revelation: those who win the hearts of the people win the world, and those who lose the hearts of the people lose the world.
Fourth, classroom practice.