Summary of historical knowledge points in the second day of junior high school
The May 4th Patriotic Movement and the Establishment of China Producers' Party.
1, May 4th Movement
(1) fuse: the failure of China's diplomacy at the Paris Peace Conference.
⑵ Course of disease: ① Outbreak:1965438+May 4, 2009, which broke out in Beijing, mainly among Beijing college students. (2) climax: workers in Shanghai and other places went on strike, and businessmen went on strike to support the students' struggle in Beijing. Workers' participation in the struggle played a great role.
⑶ Slogan: "Fight for national rights outside, and get rid of national thieves inside".
Results: Three initial victories were achieved: First, the Beiyang government was forced to release the arrested students; B expel Cao Rulin and other traitors; Refused to sign a peace treaty with Germany.
5. Significance of the May 4th Patriotic Movement: This is a thorough anti-imperialist and anti-feudal patriotic movement and the beginning of China's new-democratic revolution.
May 4th spirit: the spirit of caring for the country and the people, perseverance and courage to contribute.
(7) The relationship between the May 4th Movement and China: ① The May 4th Movement promoted the spread of Marxism. It laid the ideological foundation for the establishment of China. ② During the May 4th Movement, the proletariat began to enter the political arena, and the combination of Marxism and the workers' movement laid a class foundation for the establishment of China. (3) During the May 4th Movement, China's advanced intellectuals (Chen Duxiu and Li Dazhao) played an important role, and soon established the early organization of the * * * production party, which laid the organizational foundation for the establishment of China.
2. Establishment of China * * * producer:
(1) China * * * production party held its first national congress.
① Time: 192 1 July.
② Location: Shanghai (Jiaxing Nanhu cruise ship)
③ Representatives: international representatives from * * * *.
Content: A, through the first party program, to determine the realization of the party's goal.
B, the central task is to lead the workers' movement.
C. Electing Chen Duxiu as Secretary of the Central Secretariat ..
⑤ The historical significance of the first congress of the Communist Party of China (CPC): It marked the birth of China, the vanguard of the proletariat in China.
The Significance of the Birth of China * * * Production Party;
(1) China * * * Production Party not only represents the interests of workers, but also the interests of the whole Chinese nation.
(2) is an epoch-making event in China.
China's revolution has taken on a new look.
In World War I, China was also a victorious country. Why can't it get rid of the fate that its sovereignty has been violated?
After the Revolution of 1911, the social nature of China has not changed, the Beiyang government still practiced feudal autocracy, and imperialism still enjoyed many privileges in China. China has not got rid of poverty and backwardness, and China's comprehensive national strength is still very weak. Therefore, even if it is a victorious country, China cannot escape the fate of its sovereignty being violated.
3. 1922, the second national congress of communist party, China put forward a thorough anti-imperialist and anti-feudal democratic revolutionary program for the first time in China.
Summarization of the knowledge points of eighth grade history
Lesson 1: The First Opium War
1. The root cause of the First Opium War: opening up the China market, promoting industrial products and plundering cheap industrial raw materials.
2. The direct cause of the First Opium War: the destruction of opium in Humen (1839.6.3; Daoguang Emperor and Lin Zexu Yi Fa: The great victory of China people's struggle against smoking shows the strong will of the Chinese nation to oppose foreign aggression.
3. The direct reason for exporting opium to China is to reverse the trade deficit and reap huge profits.
4. The harm of opium: ① A large amount of silver flowed into Britain, which aggravated the poverty and weakness in China; (2) It has seriously damaged the physical quality of smokers and ruined the family.
5. The process of the First Opium War: ① 1840 broke out in June; ② 184 1 Occupy Hong Kong Island at the beginning of the year; ③ 1842, China and Britain made peace and signed the treaty of nanking (nature: the first unequal treaty in China history; Contents: ① compensation of 2 1 ten thousand yuan; (2) cutting Hong Kong Island to Britain; (3) Opening five trading ports in Guangzhou, Xiamen, Fuzhou, Ningbo and Shanghai; (4) The taxes paid by British businessmen for import and export commodities shall be agreed by Britain.
6. Influence of the First Opium War: China began to change from a feudal society to a semi-colonial and semi-feudal society, which was the beginning of modern history of China.
7. Taiping Rebellion:
Reason: The First Opium War increased the burden on farmers, and the people rose up and rebelled. Process:
(1)1851year, Hong Xiuquan revolted in Jintian Village, Guiping, Guangxi, and established the Taiping Heavenly Kingdom;
(2)1853, Nanjing was occupied, Beijing was established another day, and then the northern expedition and the western expedition began;
(3) 1860, approaching Shanghai, the foreign powers formed a foreign gun team, led by the American wall;
(4)1In September of 862, Val was killed in Qingxi.
Lesson 2: The Second Opium War
1. The root of the Second Opium War: further opening the China market and expanding the rights and interests of aggression.
2. The direct cause of the Second Opium War: the failure of treaty revision.
3. The course of the Second Opium War:1856.10-1860.10 was dominated by British and French allied forces, supplemented by the United States and Russia. 1860, Tianjin and Beijing were successively occupied, Emperor Xianfeng fled to Chengde, and the British and French allied forces burned the Yuanmingyuan.
The history of Grade Two is simple, but it also needs learning methods.
First, learn to use teaching materials well.
The history of junior high school is relatively simple, but it is not easy to learn it well. At present, the knowledge capacity of the new history textbooks used is not large. First of all, we should understand the basic structure of teaching materials. Generally speaking, each lesson in history textbooks is usually divided into several parts, in which Chinese characters are the main content and all the basic knowledge points need to be mastered. Therefore, students should read this part intensively, focus on this part, and learn to analyze which parts are important, which are not important, which contents need to be memorized, and which contents belong to understanding. Only by grasping the key points can we be targeted in our study and master more knowledge. In addition, some contents of the textbook are printed in fine print, which is not the main content of the textbook. The purpose of the arrangement is to increase students' knowledge. You don't have to remember, but students can read and have a look at the big characters in the textbook.
Second, learn to "read"
To learn history well, we must learn to read textbooks quickly and master the initiative in class. In this way, students can study easily and gradually master reading skills. In class, the teacher leads everyone to read and study. At ordinary times, the teacher has designed questions in a hierarchical and targeted manner, which inspires us all to read and think carefully, skim and understand, think while reading, and think after reading. Therefore, students should follow the teacher to inspire you and look for the vertical and horizontal connection of knowledge, causality and so on. At the same time, everyone should also develop good reading habits such as taking notes and taking brief reading notes. For example, most small print or data supplements for historical nouns, concepts, numbers, etc. In the text, some quotations or illustrations without asterisks, etc. , you can browse and browse quickly, while important and difficult knowledge such as the cause, process and influence of historical events, important historical concepts, historical figures, important historical materials, historical illustrations, etc. Ask everyone to read and think carefully.
Third, we should develop the habit of independent thinking and achieve "good thinking" and "happy thinking"
The Analects of Confucius says that "learning without thinking is useless, and thinking without learning is dangerous", which means that we should combine learning with thinking in our study. Loving thinking and knowing how to think is the source of knowledge. Students should take advantage of the thinking opportunities given by teachers in class to cultivate a variety of thinking abilities.
Level one. We should carefully design questions in class, go deep step by step, learn to follow historical clues to find the cause and effect of things, and thus train strict logical thinking ability. For example, when studying "American cold war decision-making", it can be designed as the following questions: What is the "cold war" policy of the United States? (2) Why did the United States (1) pursue the "cold war" policy? Why can we implement the "cold war" policy? (3) What is the essence of the "Cold War" policy? What impact has it had on the world pattern? Through interlocking questions and in-depth analysis, we can not only get the understanding of knowledge, but also get the enlightenment of thinking. After such long-term training, students' logical thinking ability will be improved imperceptibly.
Level two. We should encourage ourselves to be unconventional and put forward our own unique opinions, so as to train our innovative thinking and consciousness.
Innovation is the soul of social development. Foreign educators once said: "As long as students can ask questions, it will help to form the internal motivation of students' learning. "Because asking questions is a person's psychological tentacles from the known to the unknown, and it is the embodiment of innovative consciousness. Teachers will encourage people to question and ask them to think, evaluate and locate historical events and people from different angles, from which students can form good thinking habits. For example, when discussing the American Civil War, a classmate asked, "What would Lincoln do if there were other ways to ease the situation in the United States at that time? So what will America look like today? "
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