Course objective: History I focuses on the important contents in the development of human social and political fields. An important part of human social life is their political activities, and political activities are always closely related to socio-economic and cultural activities, influencing and restricting each other. To a great extent, human political activities are manifested as important political systems, political events and important historical figures. Therefore, it is an important teaching goal for us to understand human political activities to understand these important systems, events and figures, to explore their functions and influences in the course of human history, and to learn necessary historical experiences and lessons. In terms of knowledge objectives, through learning, we should be able to understand the important political systems, political events and their representatives in human history, correctly understand the classes, class relations and class struggles in history, and understand the basic laws of human social development. In terms of methods and ability objectives, we should learn to collect historical information about political activities and make a preliminary induction and analysis; Learn to look at the emergence, development and historical influence of different political systems from a historical perspective, understand that political change is the result of the interaction of many factors in social and historical development, and make scientific evaluation and explanation. In terms of emotional attitude and values, it is necessary to understand that it is a long and difficult historical process for human society to change from autocracy to democracy and from rule of man to rule of law, so as to establish an ideal of life for the construction of socialist political civilization. We should know how to proceed from China's national conditions, learn from the beneficial achievements of human political civilization at home and abroad, enhance the awareness of democracy and the rule of law, and enhance the awareness of individual citizenship. In fact, the goals of the above three aspects are a complementary unity. Based on the understanding of political system, political events and political figures, master skills and methods to cultivate and cultivate emotional attitudes and values. Such a three-dimensional goal is carried by nine learning topics. Each topic reflects the substantive characteristics of the political development of a country, a region or a certain social form in a certain historical period. The study of each topic can understand the origin, development, change and historical influence of a political system from a historical perspective. The study of each topic can be enlightened by historical contact and dialogue close to the times, so as to better understand the national conditions and the world. Below, we use tables to specifically decompose the content standards and teaching requirements of nine topics in the course objectives of History I, and present some personalized historical conclusions in different versions. Topic 1: Learning the content standard of China's ancient political system requires teaching suggestions, understanding the basic contents of patriarchal clan system and feudal system, and the characteristics of China's early political system. 1. Understand the basic contents of patriarchal clan system and enfeoffment system. 2. Understand the characteristics of China's early political system. 3. Through the study of the related contents of patriarchal clan system, we can experience the affection of the Chinese nation. 1. The teacher provides the students with the "Evolution Table of Ancient Dynasties in China" to help them understand the historical development of China as a time coordinate for subsequent political history study. 2. Feudal system and patriarchal clan system are highly conceptual contents, and teachers should pay attention to using pictures and historical materials to help students understand and understand. 3. Junior high school textbooks have a detailed description of the enfeoffment system. In teaching, we can use questions to guide students to recall and realize the connection and integration of history knowledge in junior and senior high schools. Know the origin of the "first emperor" and the historical facts of the establishment of the county system, and understand the formation and influence of centralization in ancient China. 1. Know the origin of the first emperor; Understand the "three publics" system of Qin Dynasty. 2. Know the historical facts of the establishment of the county system. 3. According to the historical facts of the establishment of centralization in Qin Dynasty, understand the formation and influence of centralization in ancient China. 4. Understand the importance of system construction to national stability and unity. 1. Contact the relevant contents of the subsequent political history of this topic, and do appropriate extended learning, such as the changes of the central prime minister system in ancient China, the changes of the three fairs in the Han Dynasty, and the influence of the county system on future generations. 2. In the classroom, students can simulate the debate between the central ministers of the Qin Dynasty on the feudal system and the county system, and deepen their understanding and understanding of the background of the establishment of the county system. 3. Guide students to construct a brief list of the administrative system from the central government to the local government in the Qin Dynasty by graphic method, so as to systematize and structure the knowledge they have learned. 4. Organize students to understand the influence of centralization and the autocratic system established by Qin Shihuang on the Qin Dynasty and later generations through discussion. List the historical facts of the evolution of the political system from Han Dynasty to Yuan Dynasty, and explain the characteristics of the ancient political system in China. 1. List the historical facts such as the formation of "China-Korea" in the Han Dynasty, the establishment of three provinces and six departments in the Tang Dynasty, and the establishment of the provincial system of Chinese books in the Yuan Dynasty, and explain the characteristics of the evolution of the central political system in ancient China. 2. Enumerate the historical facts such as the parallel system of counties and states in Han Dynasty and the provincial system in Yuan Dynasty, and explain the characteristics of the evolution of local political system in ancient China. 3. Feel the political wisdom of the Chinese nation in governing the country. 1. Appropriate supplementary materials explain the contradiction between monarchical power and relative power in the early Qin and Han Dynasties, and help students understand the purpose of establishing the "China-Korea" institution by Emperor Wu of the Han Dynasty. 2. Help students to summarize the central political system and local political system vertically, so as to grasp the historical evolution characteristics, which can be explained by tables or arrows. 3. Students make a schematic diagram of the central institutions in Tang and Yuan Dynasties, and make their knowledge structured and networked. The knowledge of setting up the provincial system in the Yuan Dynasty can be "close" to history by "finding out which provincial department your hometown belonged to in the Yuan Dynasty". 4. Guide students to strengthen the cohesion of knowledge before and after. For example, the prime minister system began in the Qin Dynasty and was abolished in the Ming Dynasty. Understand the historical facts of the establishment of the cabinet of the Ming Dynasty and the Ministry of War of the Qing Dynasty, and understand the influence of the strengthening of the autocratic monarchy on the social development of China. 1. Understand the historical facts set by the Ming Cabinet and the Qing Military Department. 2. Understand the influence of the strengthening of absolute monarchy on the social development of China. 3. Feel the many disadvantages of the rule of man. People realize that there is a historical development process from autocracy to democracy. 1. We can cite the historical data of different views of Emperor Taizong and Ming Taizu on the role of prime minister, and analyze the purpose and influence of Ming Taizu's abolition of prime minister. 2. Pay attention to guide students to compare the differences between the Zaifu system in Ming Dynasty and the Cabinet system in Britain. Let the students know that the cabinet system and prime minister system in Britain originated from China's political creation in the Ming Dynasty. 3. Make a special summary, sum up the basic clues of the establishment and development of autocratic monarchy in ancient China, clarify the meaning of autocratic monarchy, and understand the influence of autocratic monarchy on the historical development of China. ● Historical theory * * * The combination of theocracy and kingship forms the national political structure by blood relationship, and the supreme ruling group has not yet achieved a high degree of concentration of power, which is a remarkable feature of China's early ancient political system. Patriarchal clan system is the most important political system in the Western Zhou Dynasty. It ensures the monopoly and privileged position of the nobility in politics, helps unite clans, prevents internal disputes, and maintains the stability and unity of the ruling group. The centralization established in the Qin Dynasty completely broke the traditional aristocratic enfeoffment system, and laid the basic pattern of China's feudal social and political system for more than 2,000 years, which was used by feudal dynasties in past dynasties and was constantly strengthened and consolidated. Under such a political system, the concept of autocratic monarchy often affects political decision-making, legislation, administration and justice. The country is a country of one person, and politics is a politics of one person. The relationship between monarch and minister is essentially the relationship between "master" and "slave". With the development of autocratic centralization, the central government strictly controls local administration and does not allow an independent administrative system to exist. Local governments obey the central government and finally the monarch. The central government implements multi-level and multi-channel management of local governments. On the basis of decentralization, it firmly controls the appointment, removal, supervision and assessment of local officials. This high degree of centralization makes local officials absolutely dependent on the central government and the monarch, and it is inevitable that people are overstaffed. Local governments have no corresponding autonomy and it is difficult to implement effective governance. During the Ming and Qing Dynasties, the autocratic monarchy system was strengthened, which led to the suppression of local political autonomy and initiative. The autocratic monarchy made the emperor's decision arbitrary, and mistakes were inevitable. Absolute absolute monarchy makes officials, big and small, obedient, which encourages the conformism of officialdom. At the same time, it will inevitably lead to the expansion of bureaucracy, which will lead to the prevalence of bureaucracy and corruption. All this has greatly hindered the progress of society. Topic 2: The invasion of foreign powers and the resistance struggle of China people. Learning requirements Teaching suggestions list the historical facts of the invasion of China by western powers from 1840 to 1900, summarize the deeds of China's military and civilians in resisting foreign aggression, and experience the heroic and unyielding struggle spirit of the Chinese nation. 1. List historical facts from 1840 to 1900, such as the Opium War, the Second Opium War, the Sino-Japanese War, and Eight-Nation Alliance's war of aggression against China, to illustrate the profound disasters brought to the Chinese nation by the invasion of China by western powers. 2. Summarize the heroic struggle of patriotic officers and men of Qing Dynasty in Sanyuanli People's Anti-Japanese Heroism, Sino-Japanese War of 1894-1895, Taiwan Province People's Anti-Taiwan Movement and Eight-Nation Alliance Boxer Movement. 3. Experience the indomitable struggle spirit of the Chinese nation through the deeds of patriotic soldiers and civilians fighting against foreign aggression. 1. Teachers guide students to construct the main line of China's modern history from two dimensions: the invasion of China by western powers and the formation and deepening of China's semi-colony; Second, China's military-civilian struggle and national salvation exploration. 2. Instruct students to summarize the formation process and stage characteristics of semi-colonial and semi-feudal society in China. For example, the Opium War began to deteriorate, the Second Opium War deepened, the Sino-Japanese War greatly deepened, and Eight-Nation Alliance's war of aggression against China completely deteriorated. It is intended to interpret the deepening process of China's semi-colonization through the specific contents of the unequal treaties. 3. Quote some video clips to reproduce historical scenes, and let students tell the stories of patriotic generals such as Lin Zexu, Guan Tianpei and Deng Shichang, so that they can experience the indomitable and tenacious national spirit. The crimes committed by Japanese invaders are enumerated, the main historical facts of China's military and civilian resistance to Japanese aggression are briefly described, the importance of national unity in the war of resistance is recognized, and the historical position of War of Resistance against Japanese Aggression's victory in China's struggle against foreign aggression is discussed. 1. List crimes committed by Japanese invaders such as the Nanjing Massacre and live tests conducted by 73 1 troops on Japanese soldiers and civilians. 2. Briefly describe several major battles of China army against the Japanese. China's military and civilians adhere to historical facts such as the war of resistance behind enemy lines and understand the importance of national unity in the war of resistance. 3. Explore the historical position of War of Resistance against Japanese Aggression's victory in China's struggle against foreign aggression. 4. Understand that the national war of resistance is the fundamental guarantee for War of Resistance against Japanese Aggression's victory. Experience the fighting spirit of Chinese sons and daughters who are United as one, fighting bloody battles and not afraid of sacrifice. 1. Teaching "Japanese aggression against China" should be based on concrete and vivid examples, and historical materials including movies, memoirs and objects can be collected to express Japanese atrocities, pay attention to students' feelings, and appropriately guide students' national feelings. 2. Contact current events, conduct appropriate dialogue between teachers and students around Sino-Japanese relations, and guide the establishment of such an understanding: we emphasize that remembering history is not to continue hatred, but to learn from history and face the future. Only by not forgetting the past and learning lessons can we avoid the recurrence of historical tragedies. 3. Let the students talk about what they know about the literary works that reflect the history of Chinese children's anti-Japanese heroes, and let the students talk about the local history of War of Resistance against Japanese Aggression, so as to stimulate students' understanding of this history and activate classroom thinking. 4. Connecting with the history of resisting foreign aggression since modern times, guide students to explore the historical position of War of Resistance against Japanese Aggression's victory in China's struggle against foreign aggression from multiple angles, and carry forward the spirit of patriotism. ● On History * * * Since modern times, China's military and civilians have resisted foreign enemies and insisted on safeguarding national sovereignty and national dignity, which is the main reason why the great powers failed to turn China into its colony. War of Resistance against Japanese Aggression's victory was the first complete victory of the people of China against imperialist aggression in more than 100 years. Greatly enhanced the national self-esteem and self-confidence of the people throughout the country. China and War of Resistance against Japanese Aggression are an important part of the world anti-fascist war and have made great contributions to the victory of the world anti-fascist war. China's international status has been improved. During the period of War of Resistance against Japanese Aggression, the Chinese nation united to resist foreign enemies, wiped out national humiliation since the Opium War, defended national dignity and laid a solid foundation for the victory of the national democratic revolution. China regained its treasure island of Taiwan Province Province and became a permanent member of the UN Security Council.