Junior high school history lesson text: "Modern History of China" Reform Movement of 1898

As a teacher, you always have to write lecture notes, which help improve teachers’ theoretical literacy and ability to control teaching materials. How should you write a course manuscript? The following is a junior high school history course script that I collected and compiled: "Modern Chinese History" and the Reform Movement of 1898. Welcome to read it. I hope you will like it.

The first part is the analysis of teaching materials.

"The Reform Movement of 1898" is the seventh section of the second chapter of the new textbook (Volume 1). The content plays a very important role in the entire modern history of China. On the one hand, it is the continuation of the advanced Chinese people's efforts to save the nation from peril and explore the path of saving the country and the people: after the Sino-Japanese War of 1898-1898, China faced the crisis of national subjugation and genocide. While suffering pain and humiliation, the Chinese national bourgeoisie hopes to find a way to save the nation and survive through reforms, the implementation of a constitutional monarchy, and the development of capitalism. But in the end, the reform movement was stifled because the propaganda of reform ideas and reform measures touched the interests of the die-hards. Such a result further stimulated the reflection of the national bourgeoisie and paved the way for the subsequent Boxer Rebellion and Revolution of 1911. On the other hand, the "1898 Reform" also marked the beginning of the Chinese people's escape from the confusion of "Chinese body and Western use". They went beyond the level of learning "implements" and began to learn Western systems. This was another important step on the road to modernization in China. At the same time, the Reform Movement of 1898 was also a trend of ideological emancipation in modern times, which promoted the awakening of the Chinese people.

Considering that this course contains a lot of content, including the background of the reform, its rise, climax (Hundred Days Reform), results, evaluation, etc., this course will be taught in two hours. The first lesson mainly addresses the background and rise of the reform; the second lesson continues to complete the climax, results and evaluation of the reform. In order to ensure the coherence and continuity of teaching content and process, consecutive classes should be arranged.

The focus of this lesson is twofold. One is the reform ideas of Kang and Liang. The reform ideas of Kang and Liang were the ideas that the Chinese people at that time comprehensively learned from the advanced West. It inherited and developed the early reform ideas, and its emergence and development also showed that major changes have taken place in China's ideological field. Learning this content will not only help students systematically understand the changes in the field of modern Chinese thought, but also understand the lofty patriotism and qualities of Kang, Liang and others, which is conducive to the shaping of good personality.

In addition, the content of the reform is also the focus. By studying the content, students can understand the essence of the reform, and they can also discover the differences between the reform ideas and the content of the reform through comparison. Thus, we can understand the limitations of the national bourgeoisie and the difficulty of social reform.

From the perspective of difficulties, Kang Youwei’s reform thought is characterized by difficulties. Students have limited historical facts and it is difficult to understand why Kang Youwei used Confucius and Confucianism when promoting bourgeois reform ideas. When teaching, teachers need to carefully ask questions to inspire and guide students to think actively and arrive at correct understandings based on appropriate supplementary information.

The evaluation of the Reform Movement of 1898 is also difficult. The evaluation of the Reform Movement of 1898 requires students to have strong analysis, understanding, synthesis, and generalization abilities. And this is precisely the student's weakness. Teachers need to guide students to actively discuss and explore, and at the same time give students certain tips.

Based on the analysis of the teaching materials of this course and the cognitive level of the first-grade students, the teaching objectives in the following three aspects are determined

1. From the perspective of knowledge and ability:

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Master the background, rise, content and results of the Reform Movement of 1898.

Understand the characteristics of Kang Youwei’s reform thought, as well as the significance and lessons of the reform, and cultivate students’ comprehensive and general abilities.

2. From the perspective of process and method:

Master the basic methods of independent learning, cooperative learning, and exploratory learning, and explore thoroughly by searching and reading materials and discussing relevant issues in groups. The thinking potential of seeing the essence through phenomena.

3. From the perspective of emotions, attitudes and values:

Understand the efforts made by advanced intellectuals in modern times to save the nation from danger, and initially establish a sense of historical responsibility and responsibility for the country and nation. Sense of mission; Understand the changes in the field of modern Chinese thought, and you can also understand the lofty patriotism and quality of Kang, Liang and others, which is conducive to the shaping of good personality and the establishment of a correct outlook on life and values.

The second part is the question of method.

The first is the teaching.

The new curriculum requires that history teaching should establish the basic ideas of "people-oriented" and "student-oriented". The "Basic Education Curriculum Reform Outline" also proposes to "change the tendency of the curriculum to focus too much on knowledge teaching, and make the process of acquiring basic knowledge and basic skills At the same time, it becomes a process of learning and forming correct values." Judging from the teaching content of this course, the rise and content of the Reform Movement of 1898 are suitable for students to conduct independent inquiry. The evaluation of the reform can guide students to discuss, and considering the independent thinking ability of first-year students, their thinking has gradually become more rational. This provides conditions for the exploration of this class; in addition, students have a strong interest in independent learning, especially allowing them to find and discover more by themselves, which can stimulate students' desire to explore and express themselves, and is in line with the psychological characteristics and cognitive characteristics of high school students. Know the rules. At the same time, combined with the realization of teaching goals and needs, and taking into account my strengths in classroom organization and multimedia teaching, the teaching methods used in this class are "independent inquiry method" and "group discussion method" combined with multimedia-assisted teaching.

The next step is to study the Fa. We often say: "Modern illiterates are not people who cannot read, but people who have not mastered learning methods." The purpose of classroom teaching is to enable students to transform from mechanical "learning and answering" to "knowledge" and from "learning" Transform into "knowing how to learn" and become a true master of learning. The teacher-led and student-centered approach we often mention also requires the organic penetration of method-study guidance, allowing students to hold a golden key to open the door to the treasure house of knowledge and wisdom. Therefore, teachers should pay special attention to the guidance of learning methods in the teaching process. This course is designed so that students can effectively master general learning methods and historical learning methods through independent exploration and discussion. On the one hand, using multimedia courseware to create historical situations can stimulate students' interest in learning, improve classroom efficiency, deepen students' understanding of knowledge points, and cultivate and improve students' ability to extract ideas from reading materials during the discussion process. On the other hand, in the learning process that takes students' independent learning and collaborative learning as the main body and situational issues as task-driven, students can not only complete the learning of basic historical knowledge, but more importantly, they learn to learn independently and collaboratively. and inquiry learning methods, while also cultivating students’ lifelong learning abilities.

The third part is the teaching process.

This course is mainly designed according to the "independent inquiry" teaching model. From the specific teaching process, the "independent inquiry" teaching model can be divided into four links: creating situations, introducing inquiry-raising questions, preliminary inquiry-finding problems, in-depth inquiry-summarizing reflection, and expanding inquiry. In the teaching of this class, I will use a poem as the main line, ask questions around the poem, and guide students to explore step by step. In the process of inquiry, I will cultivate students' abilities and humanistic qualities.

Before entering formal teaching, both teachers and students should make corresponding preparations. Teachers should reserve knowledge and produce multimedia courseware. Students also need to watch relevant videos and read relevant materials to prepare for the situation. They also need to prepare for the knowledge by previewing the teaching materials and grouping into groups as required.

In the first link, multimedia is used to present poetry and students are asked to recite poetry, thus bringing students into the late 19th century. The imperialist powers set off a frenzy to carve up China, and the Chinese nation faced an unprecedented and serious crisis. A historical moment. Create an immersive and empathetic historical atmosphere to create a situation for students' inquiry and provide materials for inquiry.

And raise this question: What are the "troubled events" in "that troubled year at the end of the century" mainly refer to? If there was a time-turning machine that allowed you to go back to "that troubled year", you would How do you feel?

Introducing mastered knowledge into inquiry and activating students’ existing knowledge reserves can fully motivate and mobilize students’ enthusiasm, form motivation for inquiry, and enable students to actively engage in inquiry learning. go. The background of the reform is summarized by "events", and the rise of the reform is introduced by "feelings".

In the second link (raising questions and preliminary exploration), the teacher asks questions about the poem again

1. Why does the Forbidden City become lively at sunset?

Through this question, students are guided to understand that the excitement means that the reform movement has begun to rise from the spread of reform ideas.

2. What did the "several scholars" "call sign"? Has anyone made similar call signs before them? What are the connections and differences between their claims?

This question It can further stimulate students' motivation to explore, clarify the direction of thinking, and enable students to understand the content of reform ideas. Kang and Liang’s reform ideas are the focus. Teachers should pay attention to guiding students to read the textbooks and complete the early reform ideas and evaluation tables, use multimedia to appropriately introduce the lives of Kang Youwei and Liang Qichao, and find out the basic ideas of Kang and Liang’s reform ideas, as well as the early reform ideas. The connections and differences between the factions, so as to have a deeper understanding of the reform ideas.

When students mention the Kangliang Reform Thoughts, they will definitely find it in the textbooks that "Kang Youwei combined Western capitalist political theory with traditional Confucianism and promoted the principles of the Reform and Reform." The teacher first We must make it clear to students that this is exactly the characteristic of Kang Youwei's reform thought. So, ask students to look at the question

3. Why did Kang Youwei label Confucius when he promoted his reform ideas?

This question is a difficult point in the teaching material, and teachers can add it appropriately Some introductions to the contents of "New Learning Apocrypha Examination" and "Confucius Reform Examination". On the one hand, guiding students to understand that "combining Western capitalist political theory with traditional Confucianism" can reduce the resistance encountered by reform propaganda is inseparable from Kang Youwei's life experience; it also plays an important role. On the other hand, we should also pay attention to reminding that this characteristic also reflects that Kang Youwei and the Chinese bourgeois reformists were inextricably linked politically and ideologically with the feudal ruling class, and it was also one of the reasons for his subsequent political regression.

In addition, students can be reminded to master other content about the rise of the reform through questions

4. In addition to calling signs, what else did the "several scholars" do?

. Such as "writing letters on the bus", founding "China and Foreign Journals", establishing a strong society, and conducting debates with die-hards, etc. For "Send a Letter on the Bus", teachers can use multimedia to display the picture and ask questions: From the picture we can see that many people are struggling to write to Emperor Guangxu. If you were also a candidate for the examination at that time, would you sign it? Why? It will further extend students' thinking and understand that the reform has changed from ideological propaganda to a patriotic and national salvation movement. At the same time, the teacher showed the "Schematic Map of the Distribution of Societies, Schools, and Newspapers during the Reform Movement of 1898" to give a brief introduction. "The Debate between Reformers and Diehards" requires students to master the content, essence and influence, and pay attention to its role in ideological emancipation.

The key to the third link (finding problems and in-depth exploration) is to allow students to discover problems, explore in-depth, and finally solve the problems during the process of independent learning. Teachers must first let students understand that when the reform has begun and all preparations have been made, it means that the climax of the reform has arrived. And through such questions,

1. Whose voices does "an old voice" refer to? Why is it finally necessary to "change"?

Understand the reasons for the climax. Including Kang Youwei's "In response to the imperial edict to coordinate the overall situation", Baoguo, etc. The symbol of the change is Emperor Guangxu's "Edict to Decide the Country".

In addition, the content of the reform is also the focus. Therefore, after students learn the content of the reform independently, students should be guided to think about:

2. What has been "changed"? What are these changes? What impact will it have on China?

This will guide students to analyze the role of the reform content one by one. Through questions

3. What is the difference between the content of "reform" and the content of the reformist "call sign"?

Guide students to discover the differences between reform ideas and the content of the reform, and explore the reasons for this The reasons for the differences should be reminded to remind students of the relationship between Emperor Guangxu and the "reformers". This will form a correct evaluation of the content of the reform.

4. What does the word "kill" refer to?

Reflecting the results of the Reform Movement of 1898. For this part, teachers only need to guide students to read the textbook and understand the process.

The fourth link is the part of summary reflection and expanded exploration.

In this link, the teacher should guide students to think in combination with the textbook "The Historical Significance and Lessons of the Reform Movement of 1898"

What is the reason for the failure of the Reform? "History is meditating here", what to meditate on? Why does the "corner of the eye" appear? "A line of tears fell"? What is "sad"? What is "moving"? Think about it from the perspective of modern Chinese people exploring the road to save the country and the people.

Students thought and discussed in groups. After each group sent representatives to explain their opinions, the teacher commented: "Meditate" on the path of China's modernization and the path of modern Chinese people to save the nation from peril; "falling down a line of tears" reflects the The sorrow of the national bourgeoisie paved the way for further exploration of the Revolution of 1891; and through "touch" and "sadness", students were guided to form a correct evaluation of the Reform Movement of 1898. Ultimately, students' thinking will be expanded and their analysis, understanding, synthesis, and generalization abilities will be exercised. In addition, teachers can also provide a set of materials about Tan Sitong to guide students to debate and evaluate Tan Sitong's words and deeds, so as to sublimate their own emotions, attitudes and values.

Finally, there is the teaching prediction. The design of this course focuses on students' subject participation and inquiry activities, creates various problem situations, and attempts to guide students to use various resources to conduct effective independent learning and organize classroom discussions. During this process, students are expected to improve their analytical skills, exercise their thinking skills, develop cooperative learning, independent inquiry and organizational planning abilities, while at the same time having a deep understanding and practical experience of history.