First, the textbook 1, the status of textbooks:

This lesson plays an important role in connecting the preceding with the following. The centralized political system of the monarch XX initiated by the Qin Dynasty laid the foundation for the regime system of China's ancient unified dynasty, became the core of China's ancient political system, and was used by later generations, which had an important impact on the formation and development of China's unified multi-ethnic country for more than two thousand years. At the same time, the hereditary system in the imperial system, that is, the eldest son inheritance system, originated from the patriarchal clan system in the Western Zhou Dynasty.

2. Curriculum standards require:

The new curriculum standard of high school history requires this section: to understand the origin of the "first emperor" and the historical facts of the establishment of the county system, and to understand the formation and influence of centralization in ancient China.

3. Teaching objectives: According to the requirements of curriculum standards, the content of teaching materials and the specific situation of students, the following teaching objectives are established:

Knowledge and ability:

1) Learn the unification of the Qin Dynasty, the establishment of the emperor system, the system of "three publics and nine counties" and the measures to consolidate the unification of the Qin Dynasty.

2) Understand the concepts of county system and centralized system, and the supremacy of imperial power.

3) Analyze the advantages and disadvantages of county system and enfeoffment system by comparison.

4) Evaluate the influence of centralization in Qin Dynasty.

Process and method:

In the process of exploring the problems between teachers and students, we should learn how to obtain effective information from historical materials and how to analyze historical problems by comparative methods. Take history as a mirror and dialectically analyze historical issues.

Emotions, attitudes and values:

Understanding the centralization established by monarch XX in Qin Dynasty is the main feature of China's political system for more than 2,000 years, which was progressive at that time and had a far-reaching and significant impact on the historical development of China.

Understand the important role of Qin dynasty's reunification and consciously safeguard the motherland's reunification.

4. Teaching emphases and difficulties:

Key points:

1, the concept and characteristics of centralization in Qin dynasty;

2. Advantages and disadvantages of enfeoffment system and county system.

Difficulties: correctly evaluate the influence of centralization.

Second, talk about learning.

Through the study in junior high school, the first-year students in senior high school have a preliminary understanding of the centralized political system of Qin Shihuang and Emperor XX, and have a preliminary historical understanding and historical evaluation ability. Students' historical thinking ability is constantly improving, but there are still shortcomings in dialectical and historical analysis of problems.

Third, theoretical study.

Reading and thinking, cooperative exploration, experience exchange, etc. Pay attention to the generation in the learning process.

Fourth, the teaching method of speaking.

This unit focuses on the ancient political system of China. The focus and difficulty of this lesson should be centered on centralization to guide students to think rationally. The measures to evaluate the great cause of Qin Shihuang's reunification have been studied as a key content in junior high school, so this lesson is not listed as an important and difficult point to avoid repeating the knowledge points in junior high school and improve learning efficiency.

1, question inquiry interactive teaching, through setting inquiry topics, guides students to study independently, cooperatively and exploringly, thus realizing the unification of teaching methods and learning methods, teaching for learning, and promoting the changes of teachers' teaching methods and students' learning methods.

2. Using multimedia-assisted teaching to show students pictures of relevant historical materials.

Fifth, talk about the teaching process.

1, preparation before class

Refine the information of the textbook: (This session takes about 8~ 10 minutes) This session requires students to read the text quickly, refine the main information of this lesson, and lay the foundation for the next session. Most of the knowledge points are learned in junior high school to avoid taking up a lot of time.

Objective: To cultivate students' habit of autonomous learning.

2. Explore problems and break through key and difficult points.

Question asking and discussion: (This session is the focus of this class, and the time is controlled at about 20 minutes)

Objective: By setting inquiry questions, under the guidance of teachers and taking students as the main body, we can realize the cooperation and interactive inquiry between teachers and students and practice the new curriculum concept that "the process of teaching is the process of learning". Give full play to the guiding and inspiring role of teachers and guide students to actively participate in the classroom.

Inquiry (1): What is centralization? What are the characteristics of centralization in Qin Dynasty? (Breakthrough key point 1)

Centralization should be linked with Han Feizi's centralization theory to realize the continuity of knowledge; For this concept, as long as students can see that centralization and decentralization are opposite, it is ok. According to the characteristics of centralization in Qin dynasty, we should consider the relationship between the two from three aspects: emperor system, three public officials and nine officials, and county system to avoid simple repetition with the second link.

Question (2): Why did the Qin Dynasty implement the county system? (Breakthrough 2)

This paper presents the ministers' comments on the implementation of the enfeoffment system and the county system in Records of the First Qin Emperor (see page 17 of the textbook for details), guides students to obtain effective information from this historical fact, summarizes the different views of Wang Wan, Li Si, Qin Shihuang and Chun, compares the similarities and differences, advantages and disadvantages of the enfeoffment system and the county system, and realizes that it is a historical necessity to implement the county system in Qin.

Under centralization, counties can only obey the central government, which eliminates the factors of local XX regime and consolidates the unity of the country, which is of progressive significance.

Question (3): What influence did the establishment of centralization in Qin Dynasty have on the social development of China? (break through difficulties)

Through students' discussion and teaching materials, it is of progressive significance and negative influence to understand the establishment of Qin centralization at that time and later generations.

(1) For the Qin Dynasty at that time, it was precisely because of a unified and centralized central government that the Qin Dynasty was able to actively expand its territory, rejecting the Huns in the north and swallowing Baiyue in the south, which was conducive to the unified development of China's multi-ethnic countries; It is a powerful central government, which unify currency, writing and measure, opened postal routes and built canals, thus promote that economic and cultural development and progress of China.

(2) For later generations: The establishment of centralized political system of Qin monarch XX laid the foundation for the political system of the ancient unified dynasty in China, and became the core of the ancient political system in China, which was used by later generations and was constantly improved and developed. For more than two thousand years, it has had an important influence on the formation and development of a unified multi-ethnic country in China.

Negative influence: It is precisely because of Qin Shihuang's autocratic power and cruel rule that class contradictions were intensified, and the unified Qin Empire collapsed rapidly, and its XX became one of the important historical lessons of past dynasties.

To guide students to analyze the centralization of power in Qin dynasty under the specific historical conditions at that time, we should consider both its progressive significance and its negative influence, and we should see both the influence at that time and the influence on later generations, so as to learn to understand historical issues dialectically.

3. Course summary

(about 1~2 minutes)

After the Qin Dynasty, with the development of history, the struggle between centralization and decentralization was constantly staged, and the imperial power of XX was strengthened. In the Ming and Qing Dynasties, the centralized political system of the monarch XX reached its peak, which increasingly became an obstacle to the historical development and progress of China. Students will have a deeper understanding in future study.

2. Excellent model essay on history lecture notes of senior two.

Hello, judges! Today, I said that the topic of the class is XX.

First, teaching materials (status and role)

First of all, let me talk about the position and function of teaching materials.

"XXX" is a compulsory XX unit XX course in PEP. The knowledge, theory and methods of this lesson are the basis for learning the content well in the future, and play the role of opening the topic (connecting the preceding with the following, making the finishing point) in the whole textbook.

Second, talk about teaching objectives

According to the curriculum standards, curriculum content and students' cognitive and psychological characteristics, I have formulated the following three-dimensional teaching goals: knowledge and skills goals, process and method goals, emotional attitudes and values goals.

With regard to the goal of knowledge and ability, remember the main historical facts, such as … to cultivate students' dialectical thinking ability and the ability to analyze historical problems by using historical facts.

About process and method objectives. In the process of teaching, I adopt heuristic teaching method, which is guided by teachers' inspiration and takes students' autonomous learning as the main task. Ask questions through a large number of historical facts and pictures, create scenarios, mobilize students' learning enthusiasm on the basis of group discussion and cooperation, and cultivate students' independent inquiry ability and sense of unity and cooperation. )

On emotional attitude and values. Cultivate or motivate students through teaching. ...

Third, talk about the difficulties in teaching.

Through the formulation of teaching objectives, on the basis of thoroughly understanding the teaching materials, I have determined the following teaching priorities and difficulties.

..... is the core knowledge of this lesson. Only by understanding and mastering … can we form a complete knowledge system about this lesson.

..... is abstract, and students have no basic knowledge in this field, so it is the difficulty of this lesson.

Fourth, talk about teaching methods.

In order to clarify the important and difficult points of the textbook and enable students to achieve the teaching objectives set in this lesson, I will talk about teaching methods again.

Based on the characteristics of this course, under the principle that teachers and students are both subjects and objects, I mainly adopt teaching methods such as intuitive demonstration, activity inquiry and collective discussion to cultivate students' ability to integrate theory with practice, so as to achieve teaching results.

(1. Visual demonstration method: use pictures, charts and other means to demonstrate intuitively, stimulate students' interest in learning, activate the classroom atmosphere and promote students' mastery of knowledge.

2. Activity inquiry method: By creating problem scenarios and other activities, guide students to acquire knowledge, give full play to students' independent exploration, and cultivate students' conscious ability, thinking ability and activity organization ability.

3. Collective discussion method: according to the questions raised by students, organize students to discuss in groups, encourage students to solve problems in their studies, and cultivate the spirit of unity and cooperation among students.

Through the above teaching methods, I infect and motivate students, arouse their enthusiasm for learning, stimulate their desire to solve practical problems, and cultivate their ability to integrate theory with practice, thus achieving teaching results. )

Verb (abbreviation of verb) and learning methods

We often say: "Modern illiterates are not illiterate people, but people who have not mastered learning methods". Therefore, I pay special attention to the guidance of learning method in the teaching process.

According to the content of this class and the characteristics of students, I guide students how to carry out cooperative learning and inquiry learning. In this way, students can change from mechanical "learning to answering" to "learning", from "learning" to "learning" and become real learning masters.

Sixth, talk about teaching program design.

Finally, I will talk about the teaching process of this course in detail. In the teaching process of this class, I pay attention to highlight the key points and difficulties, pay attention to the interaction and communication between teachers and students, and maximize the enthusiasm and initiative of students to participate in the classroom.

The teaching process of this lesson is divided into four parts: introducing new lessons, teaching new lessons, class summary and assigning homework. The specific design is as follows:

1. Introduction to the new lesson: (2~3 minutes) The students have not yet entered the state. They can arouse students' interest and concern by telling stories, proverbs, two-part allegorical sayings and jokes, and finally ask questions, so that students can enter the classroom with questions.

Introduce the knowledge of the last lesson and the scene setting at the beginning of the textbook into the new lesson, promote the connection between old and new knowledge and stimulate students' interest in learning through the examination of questions. )

2. Teaching new lessons: (35 minutes)

In the process of teaching the new curriculum, I grasp the textbook as a whole, start with the background, process and results, highlight the key points of the textbook, and clearly analyze the difficulties of the textbook.

First, (1) summary. ...

Secondly, (2) Ask questions, …, explain …, and let students understand …

Third, (3) Students read the textbook and summarize it. ...

Finally, (4) Students read the textbook, combine the materials and discuss in groups. ...

3. Class summary: (2~3 minutes)

The purpose of class summary is to strengthen understanding, consolidate knowledge, and transform the knowledge taught in class into students' knowledge as soon as possible. After the new lesson is finished, a brief summary of the content of this lesson can make students understand the difficulties and difficulties of this lesson more deeply, achieve the purpose of consolidating knowledge and gradually cultivate students to form a good personality.

4. assign homework.

Finally, according to the difference of students' learning level, I carry out hierarchical training, which can not only enable students to master the basic knowledge, but also improve the students who have the spare capacity to study, so as to achieve the goal of being top-notch and "reducing the burden".

Seven. Concluding remarks

Dear leaders and teachers, according to the teaching content and students' characteristics, I have adopted teaching methods such as intuitive teaching and activity inquiry, with teachers as the leading factor and students as the main body, so that students can learn independently in a positive and pleasant classroom atmosphere, improve their understanding level and achieve the expected teaching effect. My lecture is over, thank you!

3. Excellent model essay of history lecture notes of senior two.

Teacher: Hello, everyone! The topic of my speech today is the political system of Xia, Shang and Zhou Dynasties. First of all, talk about textbooks.

The Political System of Xia, Shang and Zhou Dynasties is a history 1 course required by People's Education Publishing House. The political system of Xia, Shang and Zhou Dynasties is an important part of China's ancient political system, which has an important influence on the rise, prosperity and decline of Xia, Shang and Zhou Dynasties. This lesson is divided into three parts to explain the emergence, content characteristics and influence of Xia, Shang and Zhou political systems. In addition, the textbook also provides some detailed historical materials for students to understand the political system of Xia, Shang and Zhou dynasties through the columns of "window of learning and thinking" and "historical horizon".

Second, the teaching objectives

According to the requirements of the new high school history curriculum standard, the content of teaching materials and the specific situation of students, the following teaching objectives are designed:

1, knowledge and ability:

(1) Understand the main content of Xia and Shang political system, and know that it has a direct impact on the feudal system and patriarchal clan system in the Western Zhou Dynasty.

(2) Master the main contents of the Western Zhou Dynasty enfeoffment system and understand its influence on the rise and fall of the West.

(3) Understand the contents and characteristics of the patriarchal clan system in the Western Zhou Dynasty, and explore its far-reaching influence on China society.

2, process and method:

(1) Strengthen students' understanding of abstract historical knowledge through historical materials and charts.

(2) Through debates and historical short plays, let students simulate historical scenes and appreciate the historical process.

3. Emotions, attitudes and values:

Through the teaching of Xia, Shang and Zhou political systems, students can realize the superb political wisdom of the ancients and further establish the idea that China is an ancient civilization in the world.

4. According to the clear teaching objectives, the focus of teaching is: the feudal system and patriarchal clan system in the Western Zhou Dynasty.

The teaching difficulties of this course are: the characteristics of Xia, Shang and Zhou political systems.

Third, talk about learning.

Senior one students are in adolescence, with active thinking, distinctive personality, strong sense of participation and certain independent thinking ability. However, the reserve of historical knowledge is insufficient, and the historical thinking ability needs to be improved. Therefore, it is necessary to strengthen the cultivation of students' comprehensive historical quality.

Design concept: create a diversified and open learning environment, give full play to students' subjectivity, enthusiasm and participation, and improve students' innovative consciousness and practical ability.

Fourth, talk about teaching methods.

Starting from the actual situation of the students, I will first introduce my teaching methods to the judges. There are three main teaching methods. Narrative method, question inquiry method and discussion method. Create a situation, set up doubts, and cause thinking. Through charts and materials, using lively teaching methods, students are guided to explore the contents and characteristics of feudal system and patriarchal clan system in the Western Zhou Dynasty.

"Teaching is to not teach". The new "Curriculum Standard" advocates us: independent cooperation and inquiry learning. So I advocate the combination of students' autonomous learning and inquiry learning. Students are advised to read and think, cooperate and explore, experience and communicate. To stimulate students' awareness of autonomous learning. Let students reap the fun of autonomous learning and enhance their confidence in autonomous learning.

4. Excellent model essay on history lecture notes of senior two.

First, the textbook 1, the position and role of this lesson. This lesson is the third lesson of Unit 7 "World Pattern" in the second volume of Grade XX.

The main content takes the "globalization" of the world economy as the theme, focusing on the main reasons, concrete manifestations and influences of the trend of economic globalization and how China should respond in the process of economic globalization.

The emergence of the trend of economic globalization is not only the requirement and inevitable result of the development of productive forces in the contemporary world, but also the foundation of the new world pattern, which no one or any country can stop. Therefore, this lesson has played a summary role in the theme of post-war world pattern evolution. The development of China cannot be separated from the world, and the prosperity of the world cannot be separated from China. Through the study of this course, students can not only look at the trend of economic globalization dialectically, but also enhance their belief and sense of responsibility in facing the world, actively participating in international cooperation and competition and promoting world peace and development.

Second, the teaching objectives

1. Knowledge objective: To understand the meaning, main reasons and specific impacts of the trend of world economic globalization, and the measures that China should take to deal with economic globalization.

2, process and method:

With the help of multimedia teaching AIDS, students can feel the joy of participating in the whole class through the setting of self-made questions before class, exploring questions during class and summing up at the end of class, so as to achieve the effect of class.

3. Emotions, attitudes and values Through this course, students realize that the emergence of the trend of world economic globalization is the requirement and inevitable result of the development of contemporary productive forces. Enable students to enhance their awareness of striving for the great rejuvenation of the Chinese nation, and enhance their belief and sense of responsibility in facing the world, actively participating in international cooperation and competition, and promoting world peace and development.

Emphasis, difficulty and emphasis: the concrete manifestation and influence of the trend of economic globalization.

Difficulties: the impact of economic globalization.

Third, the teaching process

1. Introduce new courses: KFC, McDonald's, Coca-Cola, Haima, Mercedes-Benz, Carrefour, Nike, Haier Group, Boeing Aircraft ... The teacher asked: What is the trend of world economic development today? Student answer: the trend of economic globalization. Teachers ask questions and introduce new lessons: What is economic globalization? How did it come into being? What impact has it had on the development of the world?

2. New lesson learning: By setting more than six specific questions, let students study textbooks with specific questions. Through group cooperation, students can not only experience cooperative learning, but also solve the difficult problems in this course.

(A) the meaning of economic globalization (by letting students feel the trend of economic globalization from the things around them, so as to understand the meaning of economic globalization. Teacher's summary: the meaning of economic globalization refers to the transnational circulation and optimal allocation of goods, services, production factors and information, which makes the economic ties between countries closer and closer, and the world economy gradually forms an overall trend.

(B) the reasons for the trend of economic globalization

By reading textbooks and obtaining effective information, students can understand the reasons for the trend of economic globalization. Teacher's question: The trend of economic globalization is reflected everywhere in our current life. What is the reason? Instruct students to extract effective information and find out the reasons of economic globalization according to the text and fine print of the first subtitle of the textbook "The Trend of Economic Globalization";

(1) After the end of the Cold War, peace and development have become the trend of world development, providing an objective environment for economic globalization;

(2) Countries actively seek international cooperation, give full play to their advantages and make up for their shortcomings;

(3) Since the third scientific and technological revolution, the rapid development of transportation and information technology has provided convenient conditions for economic globalization. Supplementary information through PPT.

(C) the performance of the trend of economic globalization (through collecting and sorting out materials, guide students to understand the specific performance of economic globalization, and enhance their ability to learn from history and highlight key points. ) The teacher shows three materials and understands the content.

(D) the impact of economic globalization. Economic globalization is a double-edged sword. Statement: Due to the unjust international economic order, economic globalization has not benefited the vast number of developing countries, but has led to the rich countries getting richer and poorer. castoral

3. Class summary: In today's surging tide of globalization, whether to strive for self-improvement in the game of international interests or to give up after difficulties, the people of China have found a thought-provoking answer: that is, to share weal and woe with the world, build a harmonious world and seek common development!

5. Excellent model essay on history lecture notes of senior two.

1. Title: Modern Economic Transformation in China (1840— 1949)

Two. Explanation of this topic

1, the position of this topic in curriculum standards

Judging from the evolution of human civilization, China's modern economic transformation is the transition from traditional agricultural civilization to modern industrial civilization in China, and it is the inevitable result of the development of the times.

From the perspective of China's economic modernization, in the historical process of China's modern economic transformation, China's social and economic structure has undergone tremendous changes. During the gradual disintegration of China's traditional economic form-natural economy, foreign capital economy, westernization economy and national capitalist economy appeared one after another, which promoted the modernization of China's economy.

From the perspective of China's political modernization, China's modern economic transformation was the foundation and premise of China's political modernization, which had a profound impact on the social development of modern China. The process of China's political democratization began, which comprehensively affected the lifestyle of China people.

2. Explain the significance of setting this topic from the perspective of college entrance examination.

(1) Through the economic invasion of China and China's response, we can understand the reasons for China's economic modernization.

(2) Understand the emergence and specific performance of new economic factors in the process of modern economic transformation in China.

(3) Understand the characteristics and reasons of China's modern economic transformation.

(4) Analyze the influence of modern economic transformation on China's social development from multiple angles.

3. Explain the importance of setting this topic from the perspective of students' learning.

(1) By analyzing historical materials and using the method of induction and generalization, let students actively learn and participate, and cultivate theoretical historical thinking methods from history, so as to understand the reasons for modern economic transformation.

(2) Use the "inquiry-discussion" teaching method to guide students to discuss and explore, improve students' ability to explore historical issues, innovative awareness and practical ability, and thus understand the characteristics and reasons of modern economic transformation.

(3) Through cooperative inquiry and divergent thinking, guide students to analyze historical issues from multiple angles, and cultivate students' historical thinking ability, so as to understand the impact of modern economic transformation on China's social development.

Fourth, the special review objectives

(1) The economic aggression of the great powers against China and its influence.

(2) The national economy is struggling.

Verb (abbreviation of verb) explanation of key points and difficulties

Focus: Reasons for China's Modern Economic Transformation.

Difficulties: Characteristics of Modern Economic Transformation

Description:

1, China's modern economic transformation is the result of the interaction of international and domestic factors in the context of the arrival of the industrial age. The economic invasion of China by foreign powers and the infiltration of western advanced modes of production objectively disintegrated China's natural economy and promoted China's modern economic transformation to some extent. At the same time, faced with this situation, China responded. The government, bureaucrats, landlords and businessmen invested in modern industry, which initiated the transformation of China's modern economy. Therefore, understanding the causes of modern economic transformation in China is of great significance for us to grasp the performance and characteristics of modern economic transformation, so it is the focus of this course.

2. China's Modern Economic Transformation From the perspective of the development of human civilization, China's transformation from traditional agricultural civilization to modern industrial civilization played a fundamental role in the evolution of China's modern civilization. However, the economic transformation in modern China has the characteristics of difficult steps and bumpy roads. A comprehensive understanding of the characteristics and reasons of China's modern economic transformation will help to grasp the track of China's modern historical development as a whole, and further deepen the understanding of the significance of reform in the real society, so this course is difficult.

Intransitive verbs [training design]

Read the following materials and answer the questions according to what you have learned.

Answer:

(1) What are the three types of capital counted in the above table? How are these three different enterprises formed?

(2) According to the above data, compared with the first phase, what changes have taken place in China's industry in the second phase? Combined with the historical analysis after 1895, the reasons for the above changes are explained.