A complete collection of high school history teaching plans for deposing hundreds of schools of thought and respecting Confucianism 2020

Deposing hundreds of schools of thought and respecting Confucianism alone was the ruling policy that Dong Zhongshu suggested to Emperor Wu of the Han Dynasty. The so-called "depose a hundred schools of thought and only respect Confucianism" and "promote Confucius and suppress a hundred schools of thought" refer to "depose a hundred schools of thought and only respect Confucianism". The former is an alias for the latter. Next is a collection of high school history lesson plans for dethroning hundreds of schools of thought and respecting Confucianism. I hope you like it!

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1. Knowledge and ability: Know that Confucianism in the Han Dynasty gradually became an orthodox thought through means such as "deposing hundreds of schools of thought and respecting Confucianism alone" and establishing Taixue. Understand the value of the "grand unification" spirit of Confucianism in the Han Dynasty

2. Process and methods:

Use data analysis method to understand Dong Zhongshu's New Confucianism; use reading analysis method to understand Confucianism gradually It has become the mainstream thought of our country’s traditional culture.

3. Emotions, attitudes and values ??

Through Dong Zhongshu’s Neo-Confucianism, we can understand that benevolent governance has a positive effect on stabilizing society and developing the economy; through the establishment of the education system in the Han Dynasty, we can understand that education is for cultivating talents. The key is that attaching importance to education plays an important role in promoting the development of cultural undertakings.

Key points and difficulties

Key points: Dong Zhongshu’s New Confucianism, the specific measures taken by Emperor Wu of the Han Dynasty to attach great importance to Confucianism.

Difficulty: Understanding the ideological propositions of New Confucianism and its impact on later generations.

Teaching methods: material analysis method, discussion method

Teaching methods: multimedia courseware

Teaching process design:

Import:

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Teacher: During the Spring and Autumn Period and the Warring States Period, "a hundred schools of thought contended", with three religions and nine streams. Various schools of thought both criticized each other and merged with each other, forming China's first ideological emancipation trend. In the final analysis, thought is the product of a certain social, political and economic nature, and at the same time it serves politics. Times are different, needs are different, and rulers’ attitudes and measures towards ideological doctrines are also different

Please ask:

1. Adapt from the Spring and Autumn Period and the Warring States Period to the Qin Dynasty: Legalism’s “rule of law” and Qin Shihuang’s unification China "burns books and entraps Confucians"

2. Early Han Dynasty: Taoism "rules by doing nothing" (reasons, measures, results)

3. Think about the emergence of Confucianism in the Western Han Dynasty What kind of development process did it go through in the early days?

During the Spring and Autumn Period, Confucius founded it → In the late Warring States Period, it became popular → During the Qin Dynasty, it suffered a blow → In the early Western Han Dynasty, it gradually recovered”

1. The proposal of “deposing hundreds of schools of thought and respecting Confucianism alone”

1. Conceptual explanation?

2. Why? Background

During the reign of Emperor Wu of the Han Dynasty, the country was strong but There are also some social problems:

The period of Emperor Wu of the Han Dynasty has entered the first heyday of my country’s feudal society, but there are still several hidden dangers:

① The north-south border is restless

　②The kingdom threatens the central government

　③The land annexation is violent and class conflicts intensify.

In order to strengthen the centralization of power and adapt to the development situation of national unity, positive and promising political thoughts have become The needs of the times. Emperor Wu of the Han Dynasty discovered a group of talents for governing the country, which effectively promoted the development of the country's politics, economy and military. Dong Zhongshu participated in countermeasures three times and elaborated on his Confucian thoughts.

1. Dong Zhongshu's historical status. , Life and Contributions (Put out slides and use the materials provided in the textbook History Zongheng to briefly introduce Dong Zhongshu, so that students can understand the principle of "diligence leads to excellence in work, and play leads to wastefulness" from Dong Zhongshu's growth process.)

Dong Zhongshu is a representative figure of Confucianism in the Han Dynasty and a key figure in making Confucianism the mainstream of Chinese traditional culture. Dong Zhongshu was a Western Han philosopher and a master of modern classics. During the period of Emperor Jing of the Han Dynasty, Dong Zhongshu achieved "specialization in describing ancient times".

2. Characteristics of Dong Zhongshu’s Neo-Confucian thought

Dong Zhongshu’s contribution lies in his blending of Taoist, Yin-Yang and Five Elements ideas into Confucianism. , and transformed it to form a New Confucian system with the characteristics of the times.

3. Important contents of Dong Zhongshu’s ideological propositions

① In response to the need for centralization, he proposed the proposition of "unification of the Spring and Autumn Period" and "deposing hundreds of schools of thought and respecting Confucianism alone"

< p> High School History Dethroning the Hundred Schools of Confucianism Teaching Plans II

Textbook Analysis:

1. Undergraduate textbooks include "From 'Inaction' to 'Doing'" and "Deposing the Hundred Schools of Confucianism" The three aspects of "Confucianism became orthodox" and "Confucianism became orthodox" introduce the process of New Confucianism being valued, respected and developed in the Western Han Dynasty.

2. Dong Zhongshu established the New Confucian system to adapt to the needs of the development of the times. Coupled with the need to strengthen centralized rule in the Western Han Dynasty, New Confucianism was respected by the Han rulers and lost its orthodox status.

3. The respect for Confucianism in the Han Dynasty established the core position of Confucianism in Chinese traditional culture and had a profound impact on the development of Chinese society.

Academic analysis:

1. Students in ordinary high schools have poor foundation and low interest in learning, and it is difficult to learn high school history. Therefore, the ability requirements in teaching should not be too high, and students should be more interested in learning.

2. Through investigation, students have a certain understanding of Confucianism and its representative figures, but they only have a superficial understanding of it. Low historical thinking ability.

3. Students have certain difficulties in understanding the impact of "exclusive respect for Confucianism" on later generations.

Teaching objectives:

1. Knowledge and ability: Understand the situation of "ruling by doing nothing" in the early Han Dynasty; Understand the ideological propositions of Dong Zhongshu's New Confucianism; The measures taken by Emperor Wu of the Han Dynasty to respect and promote Confucianism and the establishment of the orthodox status of Confucianism.

2. Process and method: summarize content, display and analyze data, and cultivate students' ability to analyze and summarize.

3. Emotional attitudes and values: Understanding ideological unity and cultural unity are of great significance to maintaining centralization and national unity.

Teaching focus and difficulty:

Focus: Dong Zhongshu’s New Confucianism and the initial establishment of the Western Han Dynasty education system.

Difficulty: Understanding the ideological propositions of New Confucianism and its impact on later generations.

Teaching process:

(1) Teaching links:

***Five links:

First link: students complete Study plan, time 5 minutes.

Second link: Introduction to Dong Zhongshu; summarize and provide necessary analysis and explanation on the ideas of New Confucianism, the measures taken by Emperor Wu of the Han Dynasty to respect Confucianism, and the education situation in the Western Han Dynasty. Break through the key points. Time 15 minutes.

The third link: problem exploration. Break through the difficulties. Time 15 minutes.

The fourth link: teaching evaluation. Question inquiry also includes evaluation. In addition, inspection and evaluation can be carried out through classroom exercises. Time 5 minutes.

(2) Teacher activities:

Teachers should prepare study plans before class.

Multimedia displays a brief introduction to Dong Zhongshu and his masterpieces; displays materials such as Lu Bi, Emperor Wu of the Han Dynasty, the Five Classics books and pictures, and lectures on teachings. Analyze and explain the relevant content.

The multimedia displays two questions to be explored: Why did politics in the early Western Han Dynasty shift from ‘inaction’ to ‘doing’? The impact of Confucianism becoming orthodox on the development of Chinese society. Teachers guide students in discussions and can also participate in discussions.

(3) Default student behavior:

Complete the study plan.

Students will have questions about the divine right of kings, the induction of heaven and man, the Three Cardinal Guidelines and the Five Constant Beings.

The second question is more difficult and students will have more questions.

(4) Design intention:

Complete the study plan so that students can master basic knowledge.

Displaying information enhances the sense of history and helps students understand relevant knowledge.

Problem inquiry cultivates students’ historical thinking ability.

Cultivate students’ values.

Blackboard writing design:

1. From “doing nothing” to “doing something”

1. In the early Western Han Dynasty, “governing by doing nothing”

< p> 2. During the reign of Emperor Wu of the Han Dynasty, he was proactive and enterprising

2. The proposal of "deposing hundreds of schools of thought and respecting Confucianism alone"

1. Introduction to Dong Zhongshu: a great Confucian of the Han Dynasty; his representative work "Spring and Autumn Fan Lu" "; Establishing the New Confucian system

2. The ideological proposition of New Confucianism

(1) Proposing the "unification of the Spring and Autumn Period" and "deposing hundreds of schools of thought and respecting Confucianism alone"

(2) Promote the "divine right of kings" and propose "the connection between heaven and man" and "the unity of nature and man"

(3) Propose the "three cardinal principles and five constant principles"

3. Evaluation: It has developed with the changes of the times and adapted to the needs of "grand unification" and centralization.

A complete collection of three high school history lesson plans on deposing Confucianism among hundreds of schools of thought

1. Teaching objectives

1. Knowledge and abilities: Understand the "deposing of hundreds of schools of thought on Confucianism" in the Han Dynasty Relevant historical facts about "Confucianism"

2. Process and methods: Students develop a variety of information extraction abilities through picture analysis and material analysis.

3. Emotional attitudes and values: By studying this course, students will have a better understanding of Confucianism and establish a sense of historical mission and responsibility for the country and nation

2. Teaching methods: Picture introduction method, historical data analysis method, and collaborative inquiry method.

Three, teaching process

1. Import: Use pictures to import

Show three pictures, the first is a picture of helping mother wash her feet, the second is a classroom picture The slogan is "wisdom and understanding, quick and eager to learn", and the third one is "benevolence, justice, etiquette, wisdom and trust" and so on.

Lecturer: I don’t know if the students have seen any similarities in these three pictures. Can any student tell you what you think?

Student answer.

Lecturer Summary: Speaking of traditional culture, what is traditional culture? It is a profound cultural system based on Confucianism and integrating the three cultures of Confucianism, Buddhism and Taoism. And when did Confucianism begin to ascend to the status of orthodoxy? Now let me lead the students into today's topic: the dethronement of hundreds of schools of thought in the Han Dynasty and the sole worship of Confucianism.

2. Teaching new lessons:

A. Background: From doing nothing to doing something

From the historical story of "Xiao Gui Cao Sui" leads to the rule of inaction ;Introducing the background, purpose, specific policies and impact of governance by doing nothing. The impact is divided into positive and negative aspects.

Faced with this series of problems, the ambitious Emperor Wu of the Han Dynasty must take a series of measures to consolidate his unified status. Just when Emperor Wu of the Han Dynasty was widely accepting advice, a man appeared. , he played a decisive role in the development of the Han Dynasty. Who is this person? He is my fellow countryman-Dong Zhongshu. Let us get to know him together.

B. The proposal of “deposing hundreds of schools of thought to only respect Confucianism”

1. Introduction to Dong Zhongshu’s life

Dong Zhongshu was a native of Guangchuan County in the Han Dynasty and is now a native of Hengshui. , his major was the study of Confucianism, which could be called a popular major at the time, and he also received a master's degree. It can be seen that professional knowledge is very strong. Their specialty and what I admire most is their ability to adapt and adapt to new ideas according to the needs of the times. He also fully utilized this specialty and combined his professional knowledge to create New Confucianism, which was appreciated and reused by Emperor Wu of the Han Dynasty.

Now let’s take a look at Dong Zhongshu’s New Confucianism.

2. Use materials to analyze New Confucianism

Material 1: The emperor is ordered by heaven, and the world is ordered by the emperor.

The meaning of this material is that the reason why the emperor became the emperor was arranged by God, and the subjects of the world must obey the emperor.

Material 2: Those who are in harmony with Heaven will have great rule, and those who are different from Heaven will have great chaos.

It means that if the emperor obeys God's will, he will prosper, but if he does not obey God's will, the world will be in chaos. In fact, this idea is based on the idea of ??benevolent government. In a certain sense, God's will is public opinion. It warns the emperor that he must put the people first, otherwise the country will suffer the disaster of annihilation.

Material three: Today’s teachers have different ways, people have different opinions, hundreds of schools of thought have different methods, and their meanings are different. However, the above are unified, the number of legal systems remains unchanged, and they do not know what they are observing. I am stupid and think that they are not in the six arts. , those who use Confucius' techniques must avoid their own ways, and do not let them advance at the same time.

Let’s mainly look at the underlined sentence: “I foolishly think that all those who are not in the six arts and the art of Confucius must avoid their own way and do not advance in parallel.” The main meaning of this sentence is that in thinking In a chaotic background, we should unify our thoughts and promote the thoughts of Confucius and abandon other thoughts.

Material 4: Historical materials on the Three Cardinal Guidelines and Five Constant Principles

I don’t know if students have some understanding of Dong Zhongshu’s New Confucianism through these materials. Let’s summarize it together.

1. The divine right of kings - the need to strengthen the autocratic monarchy

2. The harmony between heaven and man

3. Depose hundreds of schools of thought and respect only Confucianism - The need to strengthen centralization

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