Five examples of history lecture notes in senior one.

1. Example of history lecture notes for senior one.

Lecture content: China History Volume II Unit 1 Lesson 3 Kaiyuan Shi Sheng

First of all, talk about textbooks.

1, current situation of teaching materials

This lesson is the teaching content of the third lesson in the second volume of the seventh grade of the compulsory education curriculum standard experimental textbook published by People's Education Press. Sui and Tang Dynasties were the heyday of the development of feudal society in China, and the unprecedented prosperity of Emperor Xuanzong of Tang Dynasty was the peak of the development of feudal society in China. It has played an important role in the teaching of the history of Sui and Tang Dynasties and even the ancient history of China. It is a good teaching material to enhance students' national pride and educate students in patriotism. In order to make students have a relatively comprehensive understanding of the reasons for the formation of "Kaiyuan Shi Sheng" and the overall picture of prosperity, I made some adjustments in the history teaching of Sui and Tang Dynasties: the main contents of the course "Kaiyuan Shi Sheng" include "the rule of Kaiyuan", the prosperity of prosperous economy, the inheritance of "the rule of Zhenguan" and the enlightenment, foreign exchange, science and technology culture of the prosperous Tang nationality.

2. Teaching objectives:

1. Basic knowledge: Through the study of this course, students can understand the political and economic development in the Kaiyuan period of the Tang Dynasty, including the main historical facts such as "the rule of Kaiyuan", the new development of agriculture, the improvement of handicraft technology and the prosperity of commerce.

2. Ability and methods: before class, students are required to collect data in groups and process information to cultivate students' practical and cooperative inquiry ability; Use multimedia courseware to display pictures and historical materials, and cultivate students' observation ability, imagination ability and comparison ability.

3. Emotion, attitude and values: Through the study of this course, students realize that Xuanzong of the Tang Dynasty entered its heyday in the early years, and its economic production level surpassed that of any previous dynasty, and it was in an advanced position in the world at that time, thus inspiring students' national pride; Through the teaching of exquisite silk and ceramic handicrafts in this period, students' appreciation ability and aesthetic taste were cultivated.

3. The focus and treatment of this lesson: "Prosperity of economy" is the focus of this lesson. The most important thing in prosperous times is economic prosperity, and the economic development in prosperous Tang Dynasty is mainly reflected in the development of agriculture and handicrafts. In the textbook guide frame, Du Fu's poem "Remembering Things Past" is used to let students read aloud, analyze the social scene of the prosperous times in Kaiyuan according to the contents of the poem, guide students to read the contents of the textbook with the contents of the textbook, summarize the specific performance of the economic prosperity in the prosperous Tang Dynasty from three aspects: agriculture, handicrafts and commerce, and intuitively feel it with pictures.

4. Difficulties and Breakthroughs in this lesson: Understanding of the structure, principle and advancement of Qu Yuan's plows and trolleys: Qu Yuan's plows and trolleys are advanced agricultural tools in the Tang Dynasty, but their structural principles and advancement are difficult for students to understand and form an accurate concept. Moreover, students now know little about farm tools, and the improvement of farm tools is the difficulty in teaching this course. According to the characteristics that students are easy to accept intuitive images, I show the comparison diagram of curved plow and straight plow, as well as the schematic diagram of truck and rollover, so that students can break through the difficulties by observing and comparing the advanced nature of these two agricultural tools.

Second, say that students:

The lesson I'm talking about is aimed at junior one students. They are curious and active in thinking. They like to do things with their hands and express their knowledge with their mouths, but they are still in the stage of perceptual knowledge. What I said is economic and rational, which is difficult for students to understand. Therefore, in teaching, I use multimedia courseware to assist teaching, create intuitive thinking situations for students, encourage and inspire students to use their brains, start work and move their mouths, thus completing the "cognition-understanding-internalization" of knowledge.

Third, oral teaching methods

According to the actual situation, I intend to use a variety of teaching methods in this course, such as narration, questioning method, reading guidance and multimedia. At the same time, it can stimulate students' enthusiasm and initiative in listening and watching, make students think actively through heuristic teaching, and achieve the teaching purpose of imparting knowledge, ideological education and cultivating ability.

Fourth, the methods of speaking and learning

Students need to master certain learning methods. According to the characteristics of this course, I think reading, induction, comparison and other learning methods should be adopted. On the one hand, we should teach students the methods of careful observation and positive thinking, and cultivate their ability to summarize the main contents; On the one hand, we should teach students the methods of analyzing problems, at the same time, cultivate students' ability to analyze and solve problems independently, and develop students' thinking and ability. In teaching, realize the organic combination and high unity of teaching and learning.

Five, according to the above teaching objectives and teaching difficulties, around the political and economic center of Kaiyuan period, design the teaching design of the following issues:

Teaching process:

(Review) Question: Students, last class, we learned the related content of the second lesson "The Rule of Zhenguan". Which historical figure in the last lesson are you most interested in? Why? Reviewing the last lesson in this way can arouse students' interest, which can not only serve as a link between the preceding and the following, but also enable students to quickly enter the classroom role, and together with the teacher, enter the atmosphere of learning the content of this lesson.

(Introduction) Use Du Fu's poem "Remembering the Past" to create a situation, so that students can understand the characteristics of the Kaiyuan period through imagination and guide them to bring two questions: How did the "Kaiyuan Prosperity" come about? What is social prosperity? Introduce a new course

First, the rule of Kaiyuan

1. Guide students to read the relevant contents of the textbook, and ask: How did the situation in the early years of Tang Xuanzong come into being? When students discuss, the teacher instructs students how to sum up the questions, paying attention to clear rules and concise language. And interspersed: Tang Xuanzong took office in Yao Chong, assessed county magistrate, and caught locust map, indicating that Tang Xuanzong made great efforts to control it.

2. What are the similarities between Xuanzong and Taizong? List comparison, linking before and after, and cultivating students' ability to analyze and summarize are supplements and expansions, which increase vividness. Through comparison, it summarizes the influence of Xuanzong's reform policy: the rule of Kaiyuan.

Second, the prosperity of the prosperous economy.

"Prosperity of economy in prosperous times" is the focus of this course, and the most important thing in prosperous times is economic prosperity. The economic development in the prosperous Tang Dynasty was mainly reflected in the development of agriculture and handicrafts.

1. Make use of Du Fu's poem "Reminiscence" in the textbook guide box, let students analyze the social scene of Kaiyuan prosperous times according to the poem content after reading it aloud, let students process historical materials, cultivate students' ability to analyze historical materials and process historical information, and cultivate students' ability to process historical information.

2. Guide students to read the relevant contents of the textbook, and talk about the performance of prosperity in the economic times of the Tang Dynasty in combination with the textbook? When students discuss, the teacher still instructs students how to sum up the questions, paying attention to clear regulations and concise language. Cultivate students' ability and habit of summing up problems.

3. Qu Yuan's plows and trolleys were advanced agricultural tools in the Tang Dynasty, but their structural principles and advanced nature were difficult for students to understand and form an accurate concept. Moreover, students now know little about farm tools, and the improvement of farm tools is the difficulty in teaching this course. According to the characteristics that students are easy to accept intuitive images, I show the comparison diagram of curved plow and straight plow, as well as the schematic diagram of truck and rollover, so that students can break through the difficulties by observing and comparing the advanced nature of these two agricultural tools.

4. In handicraft industry, students can feel the achievements of the ceramic industry in Tang Dynasty by showing the celadon of Yue kiln and the white porcelain of Xing kiln, and providing some pictures and materials of tri-color in Tang Dynasty. This not only strengthens the intuition of teaching, but also stimulates students' interest in learning.

5. Commercial prosperity: mainly reflected by the prosperity of Chang 'an City. On the basis of students' answers, present the plan of Chang 'an City, and guide students to summarize the layout characteristics of Chang 'an City through observation. Imagine the prosperity of Chang 'an at that time, which was not only a national exchange center at that time, but also an international metropolis.

Summary: Based on the above-mentioned political and economic situation, it is natural to draw the conclusion that the Tang Dynasty entered its heyday, that is, the "Kaiyuan Shengshi".

Third, guide students to discuss how to evaluate Xuanzong of Tang Dynasty.

Through the previous study, we can understand the early period of Tang Xuanzong, guide students to read the last paragraph of the textbook, and evaluate Tang Xuanzong by comparing the early and late periods of Tang Xuanzong. After the discussion, please ask one student to speak boldly, and other students will supplement, so as to cultivate students' ability to objectively evaluate historical figures and solve problems in cooperation.

2. Example of history lecture notes for senior one.

First, the teaching objectives

Knowledge and ability

Understand the evolution of the system of selecting officials and employing people in ancient China, and understand its historical role.

Process and method

Through induction, question inquiry, etc. Exercise and improve the learning ability of autonomous learning and cooperative inquiry.

Emotional attitudes and values

Correctly understand the times of the system of selecting officials and employing people, and establish the national consciousness of contributing to the development of the country.

Second, the difficulties in teaching

focus

Imperial examination system in sui and tang dynasties and its influence.

difficulty

The development trend of the system of selecting and appointing cadres.

Third, the teaching process

Link 1: Introducing a new lesson

Situational introduction method.

Teachers create situations and put forward assumptions: if you live in ancient times, if you want to make a difference, if you want to have a stable job, if you want to make your family better off, if you are a scholar … what would you choose? The student's answer may be to be an official, which is convenient for introducing new courses.

Link 2: New Curriculum Teaching

The teacher led the students to review what they had learned before and asked questions: How did our ancient society select talents before the Western Han Dynasty?

According to the students' answers, the teacher concluded that the pre-Qin period was mainly based on the "Shi Qing Shi Lu Shi system". After Shang Yang's political reform, Qin abolished Shi Qing's official system and implemented the military service system. In the Qin dynasty, officials at all levels were personally appointed by the emperor, and their official positions were not hereditary.

Teachers continue to guide students to think and ask questions: the times are developing in twists and turns. What kind of official selection system did the Han Dynasty adopt?

According to the content of the textbook, the students replied: The inspection system has been implemented since the first year of Han Yuanguang, which is an official system for recommending talents from the bottom up. There are many themes in zaju, such as filial piety, being a scholar, being quiet, being enlightened, being upright and outspoken, and giving advice.

The teacher showed pictures with multimedia and asked the students: What are the criteria for selecting officials in the procuratorial system? What is the test standard?

Students answer according to the content of the textbook: the local governor will inspect and select talents at any time within his jurisdiction and recommend them to his superiors or the central government. After the probation period expires and the examination is qualified, they will officially take up their posts. The criteria for selecting officials are people's conduct and moral character, regardless of family background and birth.

3. Example of history lecture notes for senior one.

First of all, talk about textbooks.

1, current situation of teaching materials:

This lesson plays an important role in connecting the preceding with the following. The monarchical political system initiated by the Qin Dynasty laid the foundation of the ancient unified dynasty regime in China, became the core of the ancient political system in China, and was used by later generations, which had an important impact on the formation and development of a unified multi-ethnic country in China 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:

Being centralized and founded 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 development of China's history.

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 Qin Shihuang and the political system of centralized monarchy, 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.

4. Example of history lecture notes for senior one.

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.

(1, cooperative learning: first organize students to discuss in groups, and then send representatives from each group to show the exchange results, so as to cultivate students' sense of unity and cooperation.

Through the guidance of students' learning methods, we can improve the social and psychological atmosphere in the classroom, improve students' academic performance in a large area, promote students to learn to learn and achieve teaching goals. )

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!

5. Example of history lecture notes for senior one.

I. Talking about teaching materials

Confucianism was founded by Confucius in the Spring and Autumn Period, developed by Mencius and Xunzi in the Warring States Period, became orthodox in the Western Han Dynasty, became official philosophy in the Song and Ming Dynasties, and anti-feudal progressive thinkers appeared in the Ming and Qing Dynasties, occupying a dominant position in the ideological and cultural fields; Moreover, there are many college entrance examinations over the years, and undergraduate courses are very important.

Second, talk about goals.

1. Teaching objectives:

A. Deepen the mastery of basic knowledge by reviewing the evolution of Confucianism;

B. Cultivate students' critical thinking ability and the ability to summarize, generalize and treat problems dialectically through problem inquiry;

C. Enhance students' national pride and self-confidence through the study of this course.

2. Teaching emphases and difficulties:

(1) the representative figures and thoughts of Confucianism in various stages;

(2) Draw a conclusion by exploring questions and combining politics and history.

3. Say students:

Students have studied compulsory courses 1, 2, 3 and elective courses, as well as some TV programs that students are familiar with.

Four. Speaking and teaching methods:

Problem-based teaching method: student-oriented, students' development as the starting point of teaching, teaching students the initiative of learning.

Verb (abbreviation for verb) talks about the teaching process;

Introduction: First, review the knowledge through two questions;

Two. Analyze Confucianism in the whole process (3.4.5.6.7) and draw a conclusion;

Roman numeral 3. Comprehensively evaluate Confucianism (8.9. 10) and draw a conclusion;

Four. How to correctly treat Confucianism (1 1. 12) and draw a conclusion?

Predict the college entrance examination and assign homework (Q&A)