Eight-Nation Alliance War Speech of Sino-Japanese Sino-Japanese War of 1894-1895

1894- 1895 Sino-Japanese War

I. teaching material analysis

1, current situation of teaching materials

The Sino-Japanese War of 1894-1895 was a profound national disaster in the history of the Chinese nation, which brought unprecedented shame to the people of China and greatly deepened the semi-colonization of China society. It inherited two Opium Wars, and started the frenzy of imperialism to carve up China, which was the worst period of national crisis. But it is precisely because of this war that the unprecedented national awakening has been promoted since the Opium War. Therefore, this course occupies an important position in the teaching materials, so it is very necessary for students to understand the Sino-Japanese War and learn from it.

2. Key points of teaching materials

Teaching emphasis: the content and influence of treaty of shimonoseki.

In the teaching process of this section, the content and influence of treaty of shimonoseki are the teaching focus, because treaty of shimonoseki is the most serious unequal treaty since treaty of nanking, and its signing stimulated the ambitions of the great powers to carve up China, so the invasion of China by foreign capitalism entered a new stage, and the degree of semi-colonization of China society greatly deepened.

3. Difficulties in textbooks: the influence of the Sino-Japanese War.

This is a teaching difficulty, which requires students to comprehensively analyze and compare historical issues on the premise of understanding the specific historical background and basic knowledge at that time. Students are required to have the ability to analyze and compare historical issues.

Second, student analysis

1, junior high school students have a wide range of knowledge and outstanding personality. Therefore, in class, it is necessary to meet the characteristics of students, stimulate their enthusiasm and let them learn actively. Give full affirmation to students' positive thinking, so as to stimulate students' desire to dare to think, dare to say and love to say, and enhance students' self-confidence in learning.

2. Students who have just entered junior high school are not used to autonomous learning and lack corresponding initiative; In addition, from the psychological point of view, students have a strong curiosity about new and interesting things. Therefore, this course should provide a large number of materials that students are interested in, so as to stimulate students' enthusiasm and develop the habit of autonomous learning.

Third, the teaching objectives

According to the curriculum standards, teaching materials and students' learning situation, around the three teaching latitudes of knowledge and ability, process and method, emotional attitude and values, the objectives of this lesson are as follows:

1. Basic knowledge: In terms of basic knowledge, students are required to master the causes and process of the Sino-Japanese War; The main content of treaty of shimonoseki and its influence;

2. Ability training:

(1) While mastering knowledge, guide students to analyze the reasons for the defeat of the Qing army in the Sino-Japanese War, and cultivate students' ability to analyze problems.

(2) Through in-depth discussion on the influence of the Sino-Japanese War, cultivate students' thinking ability.

3. Emotional experience:

(1) Through the narration of the Sino-Japanese War in the Sino-Japanese War of 1894-1895, students deeply realized that corruption and incompetence in the Qing Dynasty were the main reasons for China's repeated passive beatings.

(2) With the help of the performance of patriotic officers and soldiers in the war, cultivate students' heroic and tenacious patriotism.

Fourth, teaching methods:

1, Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "Starting from the purpose of stimulating students, we should inspire and induce students to think and discuss, let students participate in teaching activities, give full play to students' main role, fully affirm students' ideas and viewpoints, and thus stimulate students' interest in learning history.

2. History teaching is not a simple knowledge transfer, but a process in which teachers create situations and encourage students to actively explore. According to the spirit of curriculum reform, I provide a platform for students to show and discuss in class, and use multimedia-assisted teaching to let students participate in multimedia operation and enrich teaching resources, thus creating a good teaching situation and successfully completing teaching objectives.

Five, teaching ideas:

1. In order to make students have a complete and deep impression on the cause and effect of the Sino-Japanese War, I will sort out the teaching clues as follows:

The cause of the war is influenced by the result.

2. According to the above clues, rearrange the teaching materials and prove them with convincing perceptual materials, so that students' rational understanding can be sublimated and improved.

Six, teaching design:

1, introduce a new lesson. Show an interesting couplet and enter a new lesson. The first part is: "there is no phase inside, and there is no general outside, so we must match jade with silk." The second part is: "It is difficult to measure the sky and the earth. This is an English measurement. "

2. The cause of the war. Q: What do you know about the reason why Japan started this war? On the basis of students' answers, further clarify the nature of war. Then, the attitude of the Chinese and Japanese governments to the war is expounded in short language, which paves the way for the following research.

3. The course of the war. The course of the war includes: the Battle of Pyongyang, the naval battle in the Yellow Sea, the Lushun Massacre and the Battle of Ahava. Using multimedia demonstration, the static teaching content is transformed into a dynamic form, and the characteristics of each campaign are displayed in a limited time. Reproduce the war scene and ask after the story: Why did the Qing army lose? Let the students think and discuss, draw a comprehensive conclusion, and then show a couplet: "Celebrate with the whole world, long live; The three armies were defeated and ceded territory for peace. "

4. The result of the war. Sign the treaty of shimonoseki between China and Japan. The content can be condensed into eight words: ceding land, paying compensation, opening ports and setting up factories. This is the focus of this lesson. Guide students to read textbooks and analyze the harm of treaty of shimonoseki to China one by one. Regarding the occupation of Taiwan Province Province, students are required to discuss the influence of Japanese colonial rule over Taiwan Province Province for 50 years on the reunification of Taiwan Province Province and the motherland, so as to organically combine history learning with social hot issues, apply what they have learned, and improve students' enthusiasm and initiative in learning history.

5. Effects of war. The influence of the Sino-Japanese War is the difficulty of this section, so it is divided into three levels, from concrete to general, from shallow to deep, step by step, multi-angle and multi-level analysis.

(1) Teacher's guidance: The fiasco of the Sino-Japanese War exposed the corruption and incompetence of the Qing government. What impact will this war have on China, Japanese and other imperialist countries in the world? In this way, students are problem-oriented and think positively, which is helpful to improve their historical thinking ability.

(2) List the comparative framework of treaty of shimonoseki and treaty of nanking for students to complete. Guide students to contact old knowledge points and form knowledge transfer. Through comparison, students can master the characteristics of historical stage and form a correct knowledge structure.

(3) Discuss the influence of the Sino-Japanese War on China in groups, and suggest that students analyze the influence of the failure of this war on the foreign powers' China policies from different angles, such as from the perspective of Sino-foreign relations; From the perspective of all social strata, it has an impact on bourgeois reformers and revolutionaries, farmers and landlords; On the whole, it has influenced China's politics, economy, culture, social thought and military affairs. Expand students' thinking of analyzing problems through multi-angle analysis.

6. Lessons and enlightenment. What lessons have you learned from the failure of the war? What is today's reference? These two questions are helpful to help students sublimate their understanding in theory and gain the understanding that "they will be beaten if they fall behind". Taking history as a mirror is the original intention of this teaching design.

High school:

First, teaching material analysis:

(A) the status and role of teaching materials

The Sino-Japanese War of 1894-1895 was an important part of the war of aggression against China by modern powers. This is a profound national disaster in the history of the Chinese nation, which has brought unprecedented shame to the people of China and greatly deepened the semi-colonization of China society. Judging from the invasion of China by foreign powers, it inherited two opium wars, but the heavy losses exceeded the sum of all external disasters since the Opium War. The next stage is the frenzy of imperialist partition of China and Eight-Nation Alliance's invasion of China. Taking the Opium War, the Second Opium War and Eight-Nation Alliance's invasion of China as clues, the main clues of modern powers' invasion of China were formed. Greatly deepened the semi-colonial and semi-feudal society in China. After that, China was forced to open in all directions, and there was a serious national crisis. Judging from the progress of the democratic revolution in modern China, it was this war that thoroughly exposed the decadent phenomenon of the Qing Dynasty. It contributed to the unprecedented national awakening since the Opium War, and the crisis was also a turning point. Since then, a new class, the national bourgeoisie, has stepped onto the historical stage, and a real democratic revolution has emerged. Therefore, this course occupies an important position in the teaching materials, so it is very necessary for students to learn more about the Sino-Japanese War and draw lessons from it.

(B) Teaching objectives and requirements

First, the basic knowledge objectives

The background of the Sino-Japanese War (Japan, European and American powers, China), the timing and process of the Sino-Japanese War.

Second, the goal of ideological education

1. Through the analysis of the causes and results of the Sino-Japanese War of 1894-1895, let students know that the Sino-Japanese War of 1894-1895 was an unjust war of aggression launched by Japan for a long time, which greatly deepened the semi-colonial degree of China society.

2. Through the narration of the Sino-Japanese War in the Sino-Japanese War of 1894-1895, students can deeply understand the corrupt and incompetent behavior of the Qing government in the war, and the decadent social system and backward military technology are the important reasons for the beating and humiliation of modern China. The vast number of patriotic officers and men showed their patriotic spirit of being brave and tenacious in the war and dying.

Third, the ability training objectives

1. By guiding students to analyze the background of war, cultivate students' ability to see the essence through phenomena.

2. By guiding students to analyze the reasons for the defeat of the Qing army in the Sino-Japanese War of 1894-1895, cultivate students' ability to analyze with dialectical materialism and historical materialism.

(C) Teaching focus and difficulties

Teaching emphasis: the background of the Sino-Japanese War.

The Sino-Japanese War broke out in 1894, which was the inevitable result of the Japanese government's long-term premeditated invasion of China. It is difficult for students to understand why it has been planned for a long time. Learning these contents is conducive to cultivating students' ability to comprehensively analyze historical issues.

Teaching Difficulties: Analysis of the Causes of China's fiasco in the Sino-Japanese War.

The fundamental reason for the failure of the Sino-Japanese War was the corruption of the feudal system. Guide the students to discuss and speak, make them realize that this is corruption from the outside to the inside, and deepen their understanding of the backward and beaten situation in China since modern times.

Second, the teaching rules:

teaching method

Using happy education method, in the process of introducing new curriculum, we should stimulate students' interest in learning; In the teaching process, strengthen the emotional and ideological interaction between teachers and students. Starting from students' existing knowledge and ability, carefully create problem situations, guide students to actively participate, actively explore and tap the potential of each student, and truly play the main role of students. Through the analysis and synthesis of knowledge, it is the ultimate goal of our teaching to set up "innovation points" and "teach students to fish and benefit for life"

Give full play to the role of computer network resources, let students find and organize information, and the teaching content is displayed intuitively, vividly and vividly by students in groups, which enlivens students' thinking and plays a role in turning difficult into easy and abstracting into concrete. Experience the joy of success. The classroom atmosphere is relaxed and active, which enables students to acquire knowledge in pleasure and complete the "cognition-understanding-internalization" of knowledge.

(2) Guidance on learning the law:

On the one hand, we should teach students the methods of careful observation and positive thinking, cultivate students' ability to summarize the main contents, on the other hand, we should teach students the methods of analyzing problems, and at the same time cultivate students' ability to analyze and solve problems independently and develop their thinking and ability. In teaching, realize the organic combination and high unity of teaching and learning.

Third, say that students:

According to the psychological characteristics of senior one students and the specific situation of students in our school, the above teaching methods, heuristic teaching methods, graphic methods and comparative methods are adopted, that is, compared with junior high school, senior high school students' abstract ability and understanding ability of some historical theories have been greatly improved, and their understanding ability of historical theoretical problems cannot be overestimated. Because most students don't attach importance to the teaching of junior high school history, and their historical knowledge reserve and cognitive level are limited, teachers still need to adopt simple and vivid methods, take advantage of the situation, and constantly inspire, enlighten and correct according to students' understanding ability and existing knowledge.

Third, the teaching program design

(A) the introduction of new courses

Show Bing Xin's regret through slides. Bing Xin's grief over the failure of the Sino-Japanese War aroused students' national feelings. Then ask the students: Is there a big difference between the Japanese fiasco in the Sino-Japanese War and the strength comparison between China and China? What are the specific reasons for China's defeat? Let the students study with two questions to stimulate their interest in learning.

(2) Teaching new courses

1. The background of the Sino-Japanese War is divided into four aspects:

Japan: Japan has waged this war for a long time. Meiji Restoration paved the way for the development of Japanese capitalism. Japan is an island country, lacking in resources, with a narrow domestic market, and the contradiction between production and market is becoming increasingly acute. Japan urgently needs to find a way out in its external expansion. Japan has formulated an ambitious "continental policy" to gradually dominate the world. China has a vast territory, rich resources and is relatively backward, which is the most important step for it to compete for hegemony in Asia. In order to achieve this goal, Japan has actively expanded its army to prepare for war. In this link, the main line is strength-demand-planning-military.

European and American powers: their strength far exceeds that of Japan, but they take a tacit and conniving attitude towards Japan from their own interests. (Show the respective plans of European and American powers through slides)

North Korea: East Learning Party Uprising

The Japanese pulled China into a war trap. Both China and Japan sent troops to help North Korea suppress the peasant uprising. After that, Japan continued to send more troops, and the situation in North Korea was tense.

China: There are two groups: the main war faction and the main peace faction. The main peace faction represented by Li Hongzhang, in order to preserve its political capital, pursued the policy of "avoiding war and protecting itself" and was supported by Empress Dowager Cixi, who held real power. Therefore, we did not prepare for the war seriously, but hoped for the "mediation" of European and American powers, and all failed.

The above part explains the reasons of the war by displaying materials, introducing the background, students thinking, drawing conclusions and answering positively, which breaks through the difficulties that Japan has waged war for a long time. Cultivate students' ability to use data to solve problems, form the habit of drawing conclusions from historical facts, and cultivate students' ability to analyze the inevitability and contingency of historical events through phenomena.

2. After the Sino-Japanese War:

At this point, the Japanese sent spies into China to spy on information, draw a strategic map, and made full preparations before the war. (The slide shows the secret order of Luozong), which is intended to promote the complete breakdown of Sino-Japanese relations.

Outbreak: Battle of Toyoshima (see slide sketch), Japan launched a war.

After the war, I simplified it to one sentence: "two stages, four battles, one policy."

The two stages, from July to September, 1894, were the first stage of the war.

1894, 10-1895 April is the second stage.

The four major battles include: Pyongyang Campaign, Yellow Sea Campaign, Liaodong Campaign and Weihai Campaign.

One policy is Li Hongzhang's policy of "avoiding war and seeking peace".

In this part, the static teaching content is transformed into a dynamic form by using graphic method and multimedia demonstration, and a map is displayed on the screen, so that students can intuitively understand the changes of the four major battle battlefields and form a correct view of historical time and space. Let the student representatives of each group tell the story of the war, and summarize the characteristics of each battle and the specific factors of defeat after each student's speech. Let students have a clear concept, grasp the main points, start thinking and deepen their knowledge. Focus the students' attention on the analysis of the reasons for failure.

3. Reasons for China's defeat in the Sino-Japanese War.

The breakthrough of "the reason of China's defeat" is mainly through setting the question of "whether China's defeat is inferior to Japan". In fact, through the comprehensive analysis of slides, China's comprehensive national strength is stronger than that of Japan at that time. Moreover, Japan had no confidence in winning before the war. Ask the students to discuss the causes of the war and the courses they have just learned, and analyze the reasons for China's defeat in many ways. After discussion, the students can draw the following conclusions: the policy of avoiding war and protecting themselves, not actively preparing for war, the general running away from the battle, and the teacher affirms and summarizes the answers to supplement. China-Belgium: Japanese soldiers are farmers, with backward military training and stragglers; Japanese soldiers are samurai and well trained; Most of China's generals fled the battlefield and were suspicious of each other, which was influenced by the bad official style at that time. Li Hongzhang knew the truth about Beiyang Navy, and his military expenditure was insufficient and his armament was abandoned. Empress Dowager Cixi pursued the policy of avoiding war and protecting herself for the sake of political capital, and spent her life misappropriating naval military expenses to support Li Hongzhang. Let China in a passive position, repeatedly delay the fighter. Japan, under the leadership of the Emperor, made good preparations for the war and made full preparations for the war. It can be seen that the root cause of China's defeat in the Sino-Japanese War of 1894-1895 was the corruption of China's feudal system, from the outside to the inside, from the outside to the inside. The failure of the Sino-Japanese War of 1894-1895 showed that the Westernization Movement did not make China embark on the road of becoming a rich country in Qiang Bing. Without changing this backward system, no matter how advanced the technology is, it will not make the country rich and strong. In this way, some people of insight began to realize a problem after the war: the feudal system in China must be changed. In this case, bourgeois reformers and revolutionaries began to reform the feudal system. Pave the way for future study.

(3) consolidate the summary

The screen shows the knowledge structure of this section, and the teacher summarizes the content of this section to consolidate the content learned in this section. The purpose is to enable students to form a cognitive structure and strengthen the systematization and logicality of historical knowledge.

(4) Practice feedback. Do exercises after class to consolidate what you have learned in this section and lay the foundation for the next stage of study.

(5) Blackboard design

I. Background

Japan: Power-Demand-Planning-Military

European and American powers: acquiescence and connivance

North Korea: East Learning Party Uprising

China: I hope to "mediate"

Second, the war broke out: Toshima naval battle

Third, the process of the war.

The first stage: the battle of Pyongyang and the battle of the Yellow Sea.

The second stage: Liaodong War and Weihai War.

Fourth, the root cause of defeat: feudal system corruption

Media equipment required: notebook computer

Eight-Nation Alliance's lecture on the war of aggression against China.

First of all, talk about textbooks.

1, analyzing the position and function of teaching materials;

Eight-Nation Alliance's war of aggression against China was a profound national disaster in the history of the Chinese nation, which brought unprecedented shame to the people of China and completely reduced China to a semi-colonial and semi-feudal society. Its heavy losses exceeded the sum of all external disasters since the Opium War. This is the worst period of the national crisis. The corruption and poverty of the Qing dynasty were exposed, and the disaster of national subjugation was imminent. It is this war that has contributed to the unprecedented national awakening since the Opium War, and the crisis is also a turning point. Therefore, this course occupies an important position in the teaching materials, so it is very necessary for junior middle school students to deeply understand Eight-Nation Alliance's war of aggression against China and learn from it.

2 the focus and difficulty of teaching materials

The focus of this lesson is: the struggle against the treaty between Eight-Nation Alliance and Xin Chou.

Difficulties in this lesson: 1, the signing time and main contents of the Treaty of Xin Chou.

2. The Xin Chou Treaty has done serious harm to China society.

3 target analysis. According to the syllabus, teaching materials and students' reality, the teaching objectives are as follows:

(1), knowledge target. Students are required to master the following basic knowledge: Eight-Nation Alliance's war of aggression against China. Boxer's heroic struggle against Eight-Nation Alliance. The atrocities in Eight-Nation Alliance. The Signing Time, Main Contents and Its Harm to China Society of the Xin Chou Treaty.

(2) Ability goal: to enable students to learn to use comparison, discussion and comprehensive analysis.

(3) Ideological goal: to make students care about state affairs and enhance their sense of responsibility and enthusiasm for defending the territorial integrity and unity of the motherland.

Second, teaching methods:

According to the requirements of the syllabus, combined with the contents of this section, a comprehensive teaching method supplemented by narrative method, questioning method method, graphic method and multimedia interactive demonstration method is adopted.

At the same time, stimulate students' enthusiasm and initiative in listening and watching. Through heuristic teaching and inquiry teaching, students can think actively and achieve the teaching purpose of imparting knowledge, ideological education and cultivating ability.

In order to avoid instability, with the help of multimedia teaching, teachers can explore students' potential by setting more inquiry questions.

Third, 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 other hand, we should teach students how to analyze and explore 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.

Fourth, talk about the teaching process:

(A) the introduction of new courses. Multimedia presentation: The rise of the Boxer Rebellion briefly discussed in this lesson is inseparable from this lesson. In this way, the use of multimedia display can not only strengthen the intuition of historical events, attract students' attention, but also lead to learning content.

(2) Analysis of teaching process.

1 After the Boxer Rebellion led to Eight-Nation Alliance's invasion of China, students read the text and thought about the following questions: Draw a sketch in the book.

(1) The purpose and starting and ending time of Eight-Nation Alliance's war of aggression against China.

(2) The boxer's main campaign against aggression.

(3) The result of this war: What treaty was signed, when, what content, and what influence.

Enable students to learn basic knowledge by reading the text carefully and thinking by themselves, so as to cultivate students' autonomous learning ability.

Students sit at the same table and discuss and solve tasks that they can't complete, so that students can learn to cooperate with others and help some underachievers complete this part of their learning tasks.

Students answer the complaint questions separately, and if in doubt, the teacher gives guidance. Through the interaction between teachers and students, students' ability to observe, analyze and solve problems is cultivated.

4. Teachers pay attention to the following issues.

(1) Battle of Langfang: The Boxers fought bloody battles and did not flinch from the enemy. Its victory defeated Seymour's plan to invade Beijing, dealt a heavy blow to the arrogance of the invaders and shattered the myth that the marked army was invincible. This is one of the important materials for students' patriotic education, and teachers pay attention to highlighting the important role of their emotional education.

(2) Let the students (read the fine print and materials in the textbook, and combine the illustrations to understand the heinous crimes committed by Eight-Nation Alliance against the people of China. )

The students were asked to discuss their views in groups. On the one hand, it cultivates students' ability to express their complaints in language; On the other hand, through students' complaints, they can inspire their patriotic feelings and establish the concept that they will be beaten if they fall behind.

(3) Guide students to analyze the main contents of the treaty, and naturally come to the conclusion that the Qing government has completely become a tool for imperialism to rule China, and China has completely fallen into a semi-colonial and semi-feudal society. Let students gradually learn the ability of analysis and induction.

(4) Outward bound training

Show China's large-scale war of aggression against China in modern history and the resistance struggle of the people of China.

Analyze how China gradually became a semi-colonial and semi-feudal society.

On the one hand, this is a summary of the study of Unit 1. On the other hand, it is also to deepen and expand students' understanding of teaching materials in depth and breadth, and to cultivate students' ability of inquiry and innovation.

Five-layer blackboard writing design

The outline (multimedia presentation) is interlocking, which is convenient for students to learn by themselves, sort out the important knowledge points in this section, and let students form a relatively complete cognitive structure.