As a selfless educator, it is often necessary to compile teaching plans, which are conducive to the improvement of teaching level and the development of teaching and research activities. The following is the design of junior high school history lesson plans that I have compiled for you. I hope you like it!

The design of junior middle school history lesson plans (1) 1. Orientation of this course:

I'm talking about the content of the class-lesson 15 "Hantong Western Regions and the Silk Road". The content of the textbook mainly includes three parts: 1, Zhang Qian's mission to the western regions 2, the Silk Road 3, and Ban Chao's governance of the western regions (self-study content).

The foreign exchanges in the Han Dynasty fully reflected the exchange and infiltration between Chinese and Western civilizations, and the Silk Road was an important channel for the spread of China's ancient civilization, so this course played an important role in the entire ancient history of China.

According to the concept of the new curriculum reform and the needs of learning, I have made some adjustments and expansions to the content. Take the Silk Road as the main thread of this lesson, increase the discussion on the change and decline of the Silk Road, and take history as a mirror to explore the enlightenment to today. These are the ultimate goals of our history teaching, so that students can be influenced by history in the process of learning and serve the reality.

Second, the student situation analysis:

Today, with the rapid development of the Internet, students are already able to use the Internet, are more interested in new things, and also pay attention to some social hot issues. However, the knowledge accumulation of junior one students is still relatively small, and the concept of historical geography is still vague.

Third, the goal of this class:

According to the above situation and the requirements of curriculum standards, I have set the following goals for this class.

1. Knowledge objective: the purpose and result of Zhang Qian's mission to the western regions, the route and significance of the Silk Road, the reasons and enlightenment of its decline.

2, ability goal:

(1) Through online self-study, learn the methods of finding and collecting information and the skills of using modern information technology to serve learning. Through inquiry cooperative learning, learn to communicate and enhance the awareness of cooperation with others.

(2) Develop a sense of historical space and practical ability by drawing a road map of the Silk Road.

(3) By exploring the reasons for the decline of the Silk Road, we can communicate the enlightenment of the Silk Road to today and cultivate the ability of inquiry and the ability to rise from perceptual knowledge to rational knowledge.

3, emotional goals:

(1) Through the study of this course, we realize the important position and contribution of ethnic minorities and frontiers in the economic and cultural development of the motherland, and thus realize the significance of developing frontiers.

(2) Learn from the tenacious spirit of Zhang Qian and others who serve the motherland and dare to take risks and explore, and enhance their patriotism and pioneering spirit.

(3) By discussing the reasons for the decline of the Silk Road and comparing the past with the present, we can learn historical lessons and nutrition from it, take history as a mirror, and strengthen our awareness of environmental protection and understanding of some principles and policies of the motherland (such as the development of the western region and reform and opening up).

Fourth, the focus of this lesson:

There are two key points in this lesson: 1 and Zhang Qian's mission to the western regions. Zhang Qian's mission to the Western Regions is one of the most important events in Han Dynasty's foreign exchanges, which is a precedent. So it has an important position.

The second focus of this lesson is the Silk Road. The Silk Road is the main line of this lesson, which occupies an important position in the whole ancient history of China, so it is also the focus of this lesson, with the formation, significance and decline of the Silk Road as the focus.

Verb (abbreviation for verb) Difficulties in this lesson:

Because of the age characteristics of junior one students and the limitation of knowledge accumulation, it is difficult to understand rational knowledge, so the difficulty of this lesson is how to understand the significance of the Silk Road and its enlightenment to today through a series of historical facts.

Sixth, the design of teaching methods:

According to the requirements and ideas of the new curriculum reform, I designed this course as a network inquiry course. With webquest as the carrier, it is a widely used form of network query at present. In the era of network popularization, information is more extensive, and teachers are no longer the only giver of knowledge. Students can obtain information through various channels. How to make students give full play to their subjective initiative, learn to learn and improve their interest in autonomous learning is a problem that should be fully considered in our teaching. Through webquest platform, students can learn, collect information, discuss and do things by themselves, which can achieve good results.

Among them, I specially designed two links: evaluation, work and communication.

How to evaluate effectively plays a vital role in stimulating students' interest and improving learning effect. Through students' independent evaluation, on the one hand, students can be more clear about the tasks to be completed in this class, and at the same time, it is more conducive to encouraging students and testing the teaching effect.

Teaching objectives of junior middle school history lesson plan design (part two)

1, the process and nature of King Wu's attack; The content and function of the feudal system and hierarchical system in the Western Zhou Dynasty: the situation of agriculture and handicraft industry in the Western Zhou Dynasty; China's violence, * * * and administration, the demise of the Western Zhou Dynasty and the establishment of the Eastern Zhou Dynasty.

2. By studying the cause and process of the Zhou War, let students analyze the nature of this war, so as to cultivate students' ability to observe and analyze problems.

3. Teachers guide students to analyze the reasons, process and nature of King Wu's attack, so that students can better understand the theory that Tao helps less. At the same time, make students understand the evolution and changes of historical dynasties; Through the study of the development of slavery economy in the Western Zhou Dynasty, students truly realized that the rapid development of slavery economy in the Western Zhou Dynasty was the result of the hard work of thousands of slaves. So as to establish a correct historical view that the people are the masters of history.

Teaching focus: Wu Wang attacked Zhou; The enfeoffment system and hierarchy system in the Western Zhou Dynasty

Teaching difficulty: enfeoffment system

Teaching method design:

Because there are many related materials in this course, students can preview in advance, with students' discussion and analysis as the main part and teachers' guidance as the supplement.

Classroom teaching design:

A, featuring cutting weeks

1, the tyranny of Zhou Wang

Teachers are advised to remind students of Xia Jie's violent politics, so that students can understand that any ruler who goes against the historical development trend and people's wishes will eventually be opposed by the people.

2. Zhou's prosperity

Let the students read the textbook and analyze the reasons why Zhou is strong, so that they can understand that Zhou's development and strength are obtained through hard work and special attention to talents.

3. King Wu attacked Zhou.

Teachers let students read stories about attacking Zhou, guide students to capture some effective information in the stories, and let students analyze the reasons for Zhou's success and failure in business from both subjective and objective aspects by comparing what Shang Tang had learned before? Then the teacher organizes the students to discuss: Why is the conquest of King Wu a just war? : (1) Shang Zhouwang's violent politics made the rule of Shang Dynasty a stumbling block to the historical development, lost people's hearts, and caused people's constant resistance and rebellion. (2) Zhou Wuwang complied with the people's will, unified the tribes in the west and the south, and killed each other, thus relieving the Shang and Zhou dynasties of their residual violent rule over slaves and civilians, which was beneficial to the progress of history. Whether it conforms to the people's will and is conducive to social development and progress is an important criterion for measuring just and unjust wars. )

Second, the political and economic development of the Western Zhou Dynasty

1 and the establishment of the week

Time, founder (to distinguish Zhou Wenwang from Zhou Wuwang) and capital. It is suggested that the teacher explain to the students not the name of the Western Zhou Dynasty at that time, but let the historians explain it for research and lay the foundation for explaining the terms of the Western Han Dynasty and the Eastern Han Dynasty in the future.

2, enfeoffment system and hierarchical system

Let the students take [why did the Zhou Dynasty implement the enfeoffment system? Who was made a prince? What is their relationship with Zhou? What is the effect of the enfeoffment system? Students can answer: The purpose of enfeoffment system is to strengthen and consolidate the regime of slave owners. The Zhou Dynasty enfeoffed the heroes, relatives and descendants of the previous generation. The relationship between the vassal and Zhou Tianzi is that Zhou Tianzi is the ruler and the vassal is the vassal of Zhou Tianzi. He must obey the orders of the Zhou emperor, pay tribute to the emperor regularly, and lead troops to fight against the emperor (that is, obey the orders of the king, pay tribute to the king, follow the king's administration, and meet the king's face). As a result, the Western Zhou Dynasty strengthened its rule and became a vast slave country.

3. The development of slavery economy.

(1) Further development of agriculture

(2) the development of handicraft industry

Combined with the situation of agriculture and handicraft industry in Xia and Shang Dynasties, please compare and summarize the characteristics of agriculture and handicraft industry in Western Zhou Dynasty. After studying the development of slavery economy, teachers should point out that the development of slavery economy in the Western Zhou Dynasty was based on the hard work of slaves and working people. Is based on the oppression and exploitation of slaves. (Introduction to "The Book of Songs, Shuo Wen, Tan Fa")

Third, the violence in China and the demise of the Western Zhou Dynasty.

1, violence in China

After instructing students to read textbooks about violent politics in Zhou Liwang and explaining some terms such as "China people's violent actions" and "defending people's mouths is better than defending Sichuan", teachers can let students play roles on the basis of their own understanding. After the introduction of "* * * and administration", teachers and students discussed the influence of "Han Violence" on the Western Zhou Dynasty.

2. The demise of the Western Zhou Dynasty

Ask the students to tell the story of the prince in the bonfire party in Zhou Youwang.

3. The establishment of the Eastern Zhou Dynasty

Time, founder, capital. It is suggested that teachers should combine the specific names and geographical locations of the Western Zhou Dynasty and the Eastern Zhou Dynasty to explain to students again that it was not the name of the Western Zhou Dynasty at that time, but the historians who explained them, so as to lay the foundation for explaining the terms of the Western Han Dynasty and the Eastern Han Dynasty in the future.

Junior Middle School History Teaching Plan Design (III) Teaching Objectives

1. Through the teaching of this course, students can understand and master: the achievements of ancient Greece in mythology, history, drama, architecture and sculpture, and the achievements of ancient Rome in history, architecture, sculpture and language.

2. Through the appreciation of Greek and Roman art, broaden students' horizons, cultivate students' ability to appreciate world classical culture and correctly analyze and judge historical phenomena. It is recognized that Greek culture is the cradle of European culture, and Greek and Roman culture is the peak of classical culture. The prosperity of slavery economy created material conditions for Greek and Roman culture.

3. By studying Homer's plays and historical works, students can learn that they not only have high literary and historical value, but also have high aesthetic value, thus becoming the source of western artistic creation. By introducing ancient sculptures and buildings, students know that ancient Greek human sculpture is still an unattainable specimen of human beauty. Appreciate the ingenious design and magnificent structure of Gulo _ _ _.

Teaching emphases and difficulties:

1, focus: Homer's epic, Greek playwright and scholar Aristotle, Roman history, Latin.

2. Difficulties: It needs to be sorted out clearly.

Teaching method design: inspiration and guidance, reading guidance and teaching.

Teaching steps:

Introduce a new course

Enjoy video materials, ancient Greek and Roman architecture, sculptures, etc. (stimulate interest in learning)

On the basis of learning from ancient oriental culture, the ancient Greeks left valuable spiritual wealth through exploration, thinking and imagination. The ancient Romans inherited and developed the ancient Greek culture and spread it widely. This is what we are going to learn today. Let's study Greek mythology and Homer's epic first:

A, Greek mythology, Homer's epic (blackboard writing)

1, what is the composition of ancient Greek mythology?

(activists can be arranged to collect some information before class, and they will answer questions in class) Show pictures.

Recite Homer (show pictures)

2. What is the most important long literary work in Europe? Who is the author?

Who can tell some fairy tales you know?

Students speak actively according to extracurricular experience (cultivate students' language expression ability and broaden their horizons)

3. What achievements did the ancient Romans make in epic?

Displays information about Virgil.

The ancient Greeks made outstanding achievements in drama.

Second, the Greek drama (blackboard writing)

Who were the two dramatists in ancient Greece? Why are they honored? What are their masterpieces?

(Question) Greek historiography is the pioneering work of western historiography, so what are the famous historical works in ancient Greece?

Show photos of artists.

Third, historical masterpieces (blackboard writing)

(Question) What are the famous historical works in ancient Greece and Rome, and who are their authors?

(Guidance) What historical masterpieces do we have in China?

(Contact the history of China and compare memories. )

(Transition) Ancient Greece and Rome made important contributions in many scientific fields.

Fourth, scientists (blackboard writing)

(Question) What scientists appeared in ancient Greece and Rome, and what were their main achievements?

Reciting Aristotle, a student reads his famous words and analyzes them.

Let's enjoy the achievements of ancient Greek and Roman architecture and sculpture.

Verb (abbreviation of verb) (video material) architecture and sculpture (blackboard writing)

Watch videos to enjoy, (improve the ability to appreciate classical culture. )

What are the outstanding achievements of ancient Greek and Roman architecture and sculpture? According to what you have seen, can you name it?

Did he give an example?

(Enlightenment) Who made these achievements?

We are no strangers to Latin letters. For example, Chinese pinyin uses Latin letters. Let's learn Latin.

Summarize and give other examples.

Think and answer.

(I understand that this is the embodiment of the prosperity of slavery economy) Answer according to what I have learned before.

Sixth, Latin (blackboard writing)

(Memory) From which letters did the Latin alphabet evolve? What's the impact on the world?

(Display) a list of words in Latin letters. Read the table and list some words that use Latin letters. )

summary

In this lesson, we studied the main cultural achievements of ancient Greece and Rome. Let's sum up the cultural achievements of ancient Greece and Rome.

Teaching Requirements of History Teaching Plan Design in Junior Middle School (4)

1. As we all know, the main farming methods of ancient agriculture in China experienced the transformation and maturity process from slash-and-burn to iron plow Niu Geng.

2. Know the composition of ancient land system in China.

3. Understand the basic characteristics of ancient agricultural economy in China, and cite typical historical facts to illustrate.

4. Recognize that ancient China was famous for its advanced agricultural civilization, and the small-scale peasant economy had a far-reaching impact on China society.

Knowledge carding

First of all, the change of agricultural farming methods

1, primitive society, China agriculture is in slash-and-burn stage. During the Western Han Dynasty, the cultivation method of burning before ploughing and weeding with fire after ploughing was still adopted in southern China.

2. During the Spring and Autumn Period and the Warring States Period, Niu Geng's technology and iron tools were adopted in developed agricultural areas, and Niu Geng, an ancient farming method in China, was formed here.

3. In the Han Dynasty, Niu Geng gradually spread to the whole country, and the number of iron tools greatly exceeded the previous generation. Iron plough Niu Geng has become the main farming method of traditional agriculture in China. In the Eastern Han Dynasty, in some places, oxen were used to pull plows instead of opposing plows, which not only facilitated the popularization of Niu Geng, but also facilitated the reclamation of mountainous areas.

4. In the Tang Dynasty, a more complete Qu Yuan plough appeared, which could control the depth of cultivated soil.

The improvement of agricultural farming technology has gradually increased the yield per mu of agricultural products and promoted the development of agricultural economy in China. However, the individual management mode of small farmers restricts the revolutionary development of agricultural farming technology.

Second, the composition of the land system.

1, primitive society, land public ownership.

2. Slave society practiced state ownership of land (well field system), which was essentially private ownership of land.

3. During the Warring States Period, Shang Yang's reform abolished the well field system and affirmed the private ownership of land.

There are three kinds of land systems in feudal society: private ownership of land by landlords, land ownership by feudal countries and land ownership by farmers. Among them, the private ownership of land by landlords is dominant, and farmers occupy less land. The land ownership in feudal countries is typical of the land equalization system from the Northern Wei Dynasty to the early Tang Dynasty.

Cooperative investigation

First, the basic characteristics of ancient agricultural economy in China

Self-sufficient small-scale peasant economy (natural economy) was the basic mode of agricultural production in China feudal society.

The agricultural management mode, which is dominated by individual farmers, is the basic feature of ancient agricultural economy in China.

Small-scale peasant economy takes the family as the unit of production and life, and combines agriculture with cottage industry. Without the interference of natural disasters, wars and tyranny, the small-scale peasant economy of "men plowing and women weaving" can make farmers barely self-sufficient. China's great civilization achievements in ancient times were all achieved on the basis of agricultural economic development.

However, the small-scale production and simple division of labor of small-scale peasant economy make it difficult to expand reproduction and hinder the development of social division of labor and exchange economy. After modern times, it has become a factor that hinders the development of production.

Second, the basic meaning of ancient small-scale peasant economy (natural economy)

1, features: small-scale peasant economy, which can also be said to be a natural economy, is characterized by dispersion, and the second is that the products produced are used for their own consumption or most of them are used for their own consumption, rather than commodity exchange, and it is a self-sufficient natural economy.

2. Time of emergence: However, the small-scale peasant economy is not completely equivalent to the natural economy, which is mainly opposite to the commodity economy. Small-scale peasant economy came into being under the background of Niu Geng's iron plough during the Spring and Autumn Period and the Warring States Period, and natural economy appeared as early as the primitive society.

3. Form: Small-scale peasant economy takes the family as the production and living unit, and combines agriculture with cottage industry. Without the interference of natural disasters, wars and tyranny, the small-scale peasant economy of "men plowing and women weaving" can make farmers barely self-sufficient.

4. Impact: The great achievements of ancient civilization in China were made on the basis of agricultural economic development; However, the small-scale production and simple division of labor of small-scale peasant economy make it difficult to expand reproduction and hinder the development of social division of labor and exchange economy. After modern times, it has become a factor that hinders the development of production.

Design of History Teaching Plan in Junior Middle School (5) 1. Requirements of Curriculum Standards

Understand the historical facts of the changes in people's material life and social customs since modern times, and explore the factors affecting their changes.

Second, the teaching objectives

1, knowledge and ability:

To master the concrete manifestations of the changes in China's material life customs since modern times;

By watching courseware and collecting data after class, we can master the performance of improving people's living standards in China after the reform and opening up and understand the reasons;

Summarize the changes in material life and social customs, and cultivate inductive ability;

Recall what you have learned, look at the essence through changing phenomena, and cultivate the ability to look at problems from the perspective of historical development.

2, process and method:

(1) Understand the changes of people's material life and customs in modern times through pre-class investigation, data search and students' independent classroom display (supplemented by materials provided by teachers);

(2) By sorting out and summarizing the materials, we can understand the reasons for the changes in comparative analysis and cultivate the ability of teamwork and autonomous learning;

3. Emotions, attitudes and values:

Recognizing the historical development trend of China society gradually moving towards modernization under the impact of western civilization, and realizing that the people's material life has made a qualitative leap since the founding of New China, especially since the reform and opening up. While feeling the development of the motherland, I love the motherland and love life more.

Third, the analysis of the learning object.

After half a year's study, students have acquired certain problem analysis ability. Moreover, this course is closely related to people's real life, and students have certain feelings. By using pictures and materials related to the content of teaching materials, students' perceptual knowledge can be increased, which can greatly stimulate students' interest in learning. But the difficulty lies in the reasons behind these changes in social life and customs. Therefore, teachers should guide students to apply what they have learned and explore the factors that affect these changes.

Fourth, the difficulties in teaching

Focus: Understand the basic historical facts of the changes of people's material life in modern China from the aspects of food, clothing, housing, transportation and social customs.

Difficulty: Understand the factors that affect the material life and social customs changes in modern China.