The Second Class of Historical Stories

1. On several forms of the second class of junior middle school history. In the teaching reform of the second classroom, we should adhere to the principle of four combinations.

First, knowledge is combined with interest and ideology. Curious young students are interested in vivid and specific historical dates and events, but the teaching of the first class often can't satisfy their thirst and need for knowledge. Therefore, we should make full use of the second class to make up for the deficiency of the first class as a supplement and deepening of the first class.

The author tells the story of Tan Sitong in combination with the Reform Movement of 1898. Tell the story of Sun Yat-sen in combination with the Revolution of 1911, and talk about the peasant movement and the Opium War. Talking about reality in combination with history enlivens students' learning atmosphere, strengthens ideological education, stimulates students' enthusiasm for learning and patriotism, and makes them receive profound ideological education.

Second, the ability to master knowledge and cultivate ability is formed from cultivating interests and activities, and the activities to cultivate ability should be interesting, exploratory and creative. To this end, the author introduces some methods of developing historical interest activities to students.

For example, students are required to compile historical newspapers, historical charts, historical games poker and historical chess, and draw complete sets of portraits of historical figures, so as to improve students' generalization ability and aesthetic ability, thus supplementing the shortcomings of the first classroom. Third, the combination of all-round development and personality is the stage of laying a good foundation, and students should be required to develop in an all-round way. The differences among students are due to their different psychological qualities, hobbies, personalities and environmental conditions. Some people are often gifted in a certain aspect. On the basis of paying attention to all-round development, we should create conditions to help them develop their strengths and advantages and cultivate them to grow into skilled and useful talents.

Using the second classroom, students are organized to set up extracurricular activities groups such as reading historical stories, after-class comments, historical speeches and charts on the basis of their personal hobbies and specialties, so as to provide students with opportunities to display their talents and specialties and promote their all-round development. Fourthly, the positive role of teachers should be combined with the main role of students. In the teaching process, students' initiative, enthusiasm and creativity must be brought into play.

In the second classroom teaching, the author mainly does some work to organize, inspire and encourage students. Whether it is a group activity or a large-scale activity organized by a school, the author first asks students to find ways to actively put students in the main position in the activity, give full play to their main role, exercise and improve their independent ability, and give full play to their independent thinking and creative spirit.

2. Talking about several forms of the second class of junior middle school history In the teaching reform of the second class, we should adhere to the principle of four combinations.

First, the combination of knowledge, interest and ideology.

Curious young students are interested in vivid and specific historical dates and events, but the teaching of the first class often can't satisfy their thirst and need for knowledge. Therefore, we should make full use of the second class to make up for the deficiency of the first class as a supplement and deepening of the first class. The author tells the story of Tan Sitong in combination with the Reform Movement of 1898. Tell the story of Sun Yat-sen in combination with the Revolution of 1911, and talk about the peasant movement and the Opium War. Talking about reality in combination with history enlivens students' learning atmosphere, strengthens ideological education, stimulates students' enthusiasm for learning and patriotism, and makes them receive profound ideological education.

Second, the combination of mastering knowledge and cultivating ability.

Ability begins with cultivating interest and is formed in activities. Activities to cultivate ability should be interesting, exploratory and creative. To this end, the author introduces some methods of developing historical interest activities to students. For example, students are required to compile historical newspapers, historical charts, historical games poker and historical chess, and draw complete sets of portraits of historical figures, so as to improve students' generalization ability and aesthetic ability, thus supplementing the shortcomings of the first classroom.

Third, the combination of all-round development and individuality.

Middle school is the stage of laying a good foundation, and students should be required to develop in an all-round way. The differences among students are due to their different psychological qualities, hobbies, personalities and environmental conditions. Some people are often gifted in a certain aspect. We should create conditions to help them develop their strengths and advantages, and train them to grow into skilled and useful talents on the basis of paying attention to all-round development. Using the second classroom, students are organized to set up extracurricular activities groups such as reading historical stories, after-class comments, historical speeches and charts on the basis of their personal hobbies and specialties, so as to provide students with opportunities to display their talents and specialties and promote their all-round development.

Fourthly, the positive role of teachers should be combined with the main role of students.

In the teaching process, students' initiative, enthusiasm and creativity must be brought into play. In the second classroom teaching, the author mainly does some work to organize, inspire and encourage students. Whether it is a group activity or a large-scale activity organized by a school, the author first asks students to find ways to actively put students in the main position in the activity, give full play to their main role, exercise and improve their independent ability, and give full play to their independent thinking and creative spirit.

3. How to open the second classroom in junior middle school history teaching 1. Carry out extracurricular reading to stimulate interest.

For junior high school students, the historical knowledge they have obtained from history books, cartoons, historical literature works, TV programs and magazines accounts for a large part of their historical knowledge, and it is also the most solid knowledge they have mastered. Judging from the actual situation, many people's understanding and mastery of historical knowledge do not come from textbooks, and many of them are closely related to novels, movies and TV dramas. The works left by predecessors are quite rich, including many interesting works. By organizing students to read after class, students have the opportunity to fly freely in the ocean of books, which makes the short history knowledge in the original textbook more rich and exciting, and can effectively stimulate students' interest in learning history. For example, when explaining the contents of the Reform Movement of 1898, students can be guided to read the book The Other Side of the Reform Movement of 1898: Notes on Zhang Zhidong's Archives in the extracurricular reading in the second classroom. In this book, students can learn about Kang Youwei and Liang Qichao from another side, and then have a deeper understanding of the Reform Movement of 1898.

Second, realize the integration of educational guiding ideology and teaching objectives.

In order to make the second classroom effectively promote the teaching of the first classroom, it is necessary to integrate its educational guiding ideology and teaching objectives. The determination of teaching guiding ideology needs the support of teaching objectives, and the formulation of teaching objectives needs to focus on educational guiding ideology, which complement each other. Therefore, in the process of setting teaching objectives, we should start from students' own skills, pay attention to the cultivation of processes and methods, fully consider the teaching time and teaching space of the first class of junior middle school history, actively use the second class to let students go deep into reality, and organically combine textbook knowledge with social reality. For example, in the process of explaining the four great inventions, you can tell the relevant basic knowledge in the first class, and then guide students to experience how the ancients made these four great inventions in the second class, so that students can not only fully appreciate the greatness and wisdom of the ancients, but also exercise their hands-on ability.

Third, pay attention to the connection between teaching content and teaching methods.

Teaching content is the information conveyed by all meanings in the mutual process of teaching and learning. Teaching method is a strategy and way to realize the educational idea under the guidance of a certain educational idea. Teaching methods will affect whether the teaching content can achieve the expected results, so only by effectively connecting the two can the second classroom serve the first classroom. The teaching content of the first class of junior middle school history focuses on basic knowledge, which gives students a general understanding of the history of the Chinese nation, but it is insufficient in cultivating students' historical interest, sense of historical honor and disgrace and national pride. At the same time, in the actual teaching process, many students think that the knowledge in the first class is very boring. At this time, we should give full play to the role of the second classroom, choose appropriate teaching methods, and enhance students' understanding of the knowledge in the first classroom. For example, you can choose to watch historical documentaries, read extracurricular books, and hold a story meeting with historical stories as the theme to help students master the knowledge of the first class.

Fourth, pay attention to the effective connection between teachers and students.

Effective contact between teachers and students requires teachers to fully understand students' learning situation, and then choose appropriate teaching methods to capture students' learning situation in time.

Classroom teaching activities are completed by teachers and students, and a good teacher-student relationship is a powerful guarantee to improve the efficiency of teaching activities. Teachers need to pay attention to students' study and life, so that students can feel the concern from history teachers. Only in this way can we achieve emotional harmony and form a harmonious relationship between teachers and students, so that the connection between the first classroom and the second classroom will be smoother.

4. How to further explore the role of the second classroom in history teaching? In the teaching process, the first classroom refers to the teaching activities carried out in accordance with the teaching plan and the existence of the curriculum. The second classroom is relative to the first classroom and refers to all kinds of positive activities organized and guided by students outside the teaching plan.

The purpose of the second class is the same as that of the first class, but the teaching emphasis is different: although quality education advocates cultivating people's personality, in the first class, it emphasizes cultivating people's personality, while in the second class, it pays more attention to cultivating talents' personality. For junior high school history, in order to effectively stimulate students' interest in learning history and improve the teaching efficiency of the first classroom, we must actively open up the second classroom to provide students with broad flying space.

First, the practical methods of the second classroom of junior high school history (1) to carry out extracurricular reading and stimulate interest. For junior high school students, the historical knowledge they have obtained from history books, cartoons, historical literature works, TV programs and magazines accounts for a large part of their historical knowledge, and it is also the most solid knowledge they have mastered. Judging from the actual situation, many people's understanding and mastery of historical knowledge do not come from textbooks, and many of them are closely related to novels, movies and TV dramas.

The works left by predecessors are quite rich, including many interesting works. By organizing students to read after class, students have the opportunity to fly freely in the ocean of books, which makes the short history knowledge in the original textbook more rich and exciting, and can effectively stimulate students' interest in learning history.

For example, when explaining the contents of the Reform Movement of 1898, students can be guided to read the book The Other Side of the Reform Movement of 1898: Notes on Zhang Zhidong's Archives in the extracurricular reading in the second classroom. In this book, students can learn about Kang Youwei and Liang Qichao from another side, and then have a deeper understanding of the Reform Movement of 1898.

(2) Make active use of historical literary and artistic activities to deepen the understanding of historical knowledge. Relatively speaking, the form of literary and artistic activities is more lively. The main contents are: reading historical poems, such as the poems of famous poets, national heroes, politicians and revolutionary martyrs in history; Singing or playing famous Chinese and foreign historical songs, such as Anti-Japanese Minor, Internationale and Long March Suite; In addition, cross talk and dance are all optional forms. Of course, the development of historical literary and artistic activities usually needs to be held on some important anniversaries, such as May 4th, August 1st and September 18th.

In the process of organizing their own programs, students can not only have a deeper understanding of these festivals, but also have a deeper understanding of their own historical knowledge of literary and artistic activities. At the same time, it is also an important form to show and play films with various historical themes through various audio-visual equipment.

For example, students can learn more about the humiliating history of Chinese culture and nation by showing films such as the Sino-Japanese War, the Opium War and the burning of Yuanmingyuan. Another example is Les Miserables, Top Gun, Pearl Harbor and Waterloo, which can help students have a certain understanding of the changes in world history. At the same time, we can also actively hold various historical music appreciation meetings, so that students can understand the faithfulness and unyielding of all ethnic groups from songs such as Defending the Yellow River, La Marseillaise and The Stars and Stripes.

Another example is to organize students to watch various special parties on the anniversary of the return of Hong Kong and Macao, so that students can feel the vicissitudes of Hong Kong and Macao and truly feel the changes brought about by "one country, two systems". Let students deepen their understanding of historical knowledge from various forms of historical literary and artistic activities, and let them have a warm patriotic enthusiasm and enthusiasm for learning while enjoying art.

(3) Actively use the history knowledge contest to broaden students' horizons. History knowledge contest is a very effective second class activity. This kind of interaction is quite learned and requires students' knowledge. This requires students to read extensively after class and learn more about history.

There are also many forms of historical knowledge contests, such as solve riddles on the lanterns, answering first, watching videos, listening to tapes and so on. At the same time, the content of the proposition can not be limited to history textbooks, but needs rich historical common sense questions and rich knowledge questions, so that students' talents can be fully displayed in the competition.

You can also use a historical knowledge point as the content of the proposition composition, or let students choose a historical knowledge point to write. In this way, students can get inspiration from a specific historical figure activity or historical event, and also explore the historical origin from the current major current politics, such as the "Belt and Road Initiative" in recent years, which can guide students to explore the historical origin of the Silk Road.

This kind of historical knowledge contest is comprehensive, which is an effective way for students to carry out self-education, and has a promoting effect on students' ability, intelligence and ideological and moral development. Second, strengthen the connection between the first classroom and the second classroom, promote the effectiveness of the first classroom (1) and realize the integration of educational guiding ideology and teaching objectives. In order to make the second classroom effectively promote the teaching of the first classroom, it is necessary to integrate the educational guiding ideology and teaching objectives of the two.

The determination of teaching guiding ideology needs the support of teaching objectives, and the formulation of teaching objectives needs to focus on educational guiding ideology, which complement each other. Therefore, in the process of setting teaching objectives, we should start from students' own skills, pay attention to the cultivation of processes and methods, fully consider the teaching time and teaching space of the first class of junior middle school history, actively use the second class to let students go deep into reality, and organically combine textbook knowledge with social reality.

For example, in the process of explaining the four great inventions, we can talk about the relevant basic knowledge in the first class, and then guide students to experience how the ancients made these four great inventions in the second class, so that students can fully appreciate the greatness and wisdom of the ancients and exercise their practical ability.

5. What should the new history teacher think of in the first class of junior high school and senior high school? You remind me of my first class, and I was really nervous at that time. Let me give you some advice. The first class is very important for students to fall in love with your class and have their first impression on you in the future, so try to relax, get to know each other first and show their humor, but remember, you should not be too dignified, and you should not let students be too presumptuous. You should strike a balance between the two. About the content of the class, you can interact with the students first and get to know each other. Teachers know more about students, and students know more about teachers, which is of great benefit to your future teaching, and also helps to enhance the feelings of teachers and students and students' interest in learning. The second step is to understand students' historical common sense and view of history, which will help you set future teaching goals, and understanding students' view of history will help you grasp the teaching content. In particular, the concept of history that is not paid much attention to in teaching should be instilled in children first, so that they can understand that history is not a cold thing in textbooks, but the best tool with great reference value. Let's tell a historical story and compare it with later generations, so that students can understand that for a country and a nation, history is a part of their culture. If we don't fully grasp the historical trend, this nation will have no future. This is the explanation of historical view. In addition, try to relax and don't rush to say the next question. It is very important not to talk about the next content before each problem is fully explained and solved. Rory said a lot.

6. How to teach the historical story text "The Eighth Return" is a foreign historical story in the third grade of the Soviet Education Press, with profound philosophy. It tells the story of Bruce, an ancient Scottish prince, who fought bravely against the invading army, but lost his trust after repeated battles and defeats. Later, when he saw spiders weaving webs, he was inspired and cheered up. After the eighth battle, he finally drove away the invading army and won the final victory. \x0d Dong, the water is clear and refreshing. After listening to this lesson, I was quite enlightened and thought: \x0d 1. Building a plate with clear context \x0d "Chinese teaching should focus on students' practice, reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice." I think the key to this is that teachers should really learn to "teach with textbooks" and ask them to interpret it correctly. X0d value ",but also understand the" teaching value ". In this class, according to the students' reading psychological characteristics, Mr. Dong Can focuses on the inner emotional changes of the characters and closely follows three sentences that reflect the emotional changes of the characters: 1. \x0d Prince Bruce led the army and fought bravely against foreign invaders. 2.\x0d Bruce almost lost confidence in this war. Shout: "I want to do it for the eighth time, too." \x0d class begins with listening and speaking sentences, which not only trains students' listening and speaking ability, but also grasps the main content of the article as a whole. In the classroom, teaching around these three sentences skillfully designs three sections: "Brave Fight", "Losing Confidence" and "Restoring Confidence", so that every link in the classroom is closely linked. It meets the requirements of story-based texts and is worth learning and using for reference. \x0d Second, guide the question and give it a fish \x0d Teacher Xue Fagen thinks that the outstanding problem in Chinese teaching now is "to let students remember knowledge while ignoring the cultivation of students' inquiry spirit. The disappearance of the problem marks the extinction of the spark of wisdom. "Teacher Dong attaches great importance to guiding students to question and ask difficult questions in this class. X0d Example: (Show: Bruce almost lost confidence in this war. ) \x0d (under the patient guidance of the teacher, the students explained the reasons) \x0d Teacher: Supplementary writing on the blackboard (add "almost") \x0d From the above cases, we can see that the patient teacher Dong is teaching students learning methods, cultivating students' habit of questioning and asking difficult questions, which fully embodies "people-oriented". X0d is another example: show the illustrations in the text, guide students to observe the characters in the picture carefully, and experience the lofty sentiments of the characters when rebuilding their confidence. \ x04d。 Grasping the blanks skillfully and developing the language \x0d \ The creation of this situation, \x0d \ realizes the state of synchronization with the protagonist of the story, and \x0d can give full play to students' imagination and effectively cultivate students' language expression ability. \x0d has some immature ideas: 1. \x0d The story of Spider's Web can be read by students themselves, and then retelled or told by students themselves. As long as students can tell the story well, it means that students will go from entering the text to leaving the text. In this process, students can learn the language, taste the language and feel the spider's perseverance. This will give full play to students' autonomy.

7. The composition about the second classroom (grade six) urgently needs the second classroom, my classroom and my stage.

The second class gave me a platform for personality development.

Let me step into the palace of poetry and let me have my own thoughts and feelings. Feel the helplessness of history in Chu Ci, look for social changes in Tang Poetry, dream back to the colorful seasons in Song Ci, and appreciate the elegance of poets in Yuan Qu. I realized the rhyme of Chu Ci, the neatness of Tang Poetry, the elegance of Song Ci, the chic of Han Fu and the beauty of Yuan Qu. I like the simplicity of Nalan's ci, the desolation and depression of Li Yu's ci, the harmonious rhythm of literary words and the elegance and agility of Su Shi's ci. I feel that "spring water is brighter than dawn, and the painting boat listens to the rain" is leisurely, and it is spring in the south of the Yangtze River; I feel the bleak of "lotus fragrance selling green leaves, west wind worrying about green waves", and the autumn described by Li Jing; I feel the beauty of "why hate wheatgrass has gone, summer trees are sunny and pleasant", which is a summer with little travel; I feel that "the masonry falls like snow, but it is still full", the winter described by Li Yu. Traveling between the four seasons, wandering in Han Fu, Tang Poetry, Song Poetry and Yuan Qu, how natural and unrestrained.

Let me enter other people's world, feel the love and hate of others, but feel sad. In Lu You's former residence, I heard his sigh, which was disappointment to the country and helplessness to love. He said, "Julian Waghann decided to celebrate the Central Plains Day in the north, and the family sacrifice was unforgettable." Word by word, he told me how many patriotic plots there are. He said, "Spring is the same, people are sparse, and tears are red." In Su Dongpo Memorial Hall, I saw his brave words, which were pessimism about the world and hope for the future. A little careless words, such as "there are few willows blowing on the branches, and there are plenty of fragrant grass in the end of the world", what a calm mood, a little hope, and what a long expectation; In front of Yue Fei's tomb, I felt his little sadness, unwilling to fate, unforgettable for the people, and said, "I want to give my heart to Yao Qin." Few bosom friends, who will listen to the broken string? It is so sad and desolate. The sentence "Let the monarchs try this knife one by one, and the world will disappear, and the surname will inspire Tang Yao" is firm and heroic. Love and hate are intertwined, national humiliation, family death, the bitterness of many historical figures, and the helplessness of many historical figures are all read and felt by me.

The second class, give me a chance to show myself.

Give us space to communicate with each other and learn to learn from each other. At the China Tea Museum, we communicated with each other, and what we learned about the history of tea, along with the long history of China, paid close attention to the source of tea and the history of China. In the Museum of Indian Studies in China, we told each other the secrets of Indian studies, which were mixed with stories of the four great inventions of China, and we were curious about the inventions of Indian studies and the four great inventions. In China Jiangnan Water Town Culture Museum, we describe each other, and our beloved water town leaves a dreamy aftertaste, which is a compliment to Jiangnan and a love for hometown. ...

Give us time to develop our interest, go into history, and know how to cherish time. We walk through the long river of history, appreciate the touching feeling of "a exhausted love is slowly returning", experience the wonderful feeling of "looking at the southeast slowly and finding a phoenix to burn", listen to the loneliness of "who misses the west wind alone, closes the window with rustling yellow leaves, and meditates on the past sunset", and sigh that "thousands of trees are blooming in the east wind night, and the sky is full of stars and rain" ... Walking on the shore of history, I .. ..

In the long river of history, we have seen the shadow of time, and the pace of time is indispensable in our lives. I just want to ask, can we leave more memories for our youth? Perhaps as long as we seize every second and enrich it, time will stop for our wonderful after-school life.

The second class, let me have my own world, a wonderful world, a world that will never be lonely, a world that can walk with me in time!

8. Look at the knowledge points in the second lesson of history first. Lesson Two Knowledge Points: The Establishment of the Tang Dynasty

1. (Sui Dynasty perished) (1) Reason: In the later period of Yang Di's rule, he could not be tyrannical, which eventually led to the peasant uprising at the end of Sui Dynasty. Under the attack of the rebel army, the Sui Dynasty collapsed. (2) extinction:

In 6 18, Emperor Yang Di was killed by a general in Jiangdu, and the Sui Dynasty perished.

Knowledge point 2: "The Rule of Zhenguan"

1. Tang Taizong's enlightened thought of governing the country (the reason for the emergence of "Zhenguan rule") Tang Taizong realized the greatness of people's power from the magnificent peasant war, learned the lessons of the Sui Dynasty, and understood that rulers should not oppress farmers too much; * * * We should pay less attention to taxes and develop production; The emperor should be diligent in political affairs and listen to correct opinions; Ministers should be honest and clean, and their rule can be consolidated.

(1) economy: attach importance to developing production and reduce farmers' tax labor; At the same time, pay attention to "abstinence from luxury and simplicity" and control your own hedonism. (2) Politics: Ordering the merger of counties and counties to get rid of the disadvantages of "fewer people and more officials" is conducive to reducing the burden on the people. (3) Appoint talented people and be taught with an open mind. Performance: Emperor Taizong appointed Du Ruhui, who was resourceful and good at handling major issues, and called it "seeking justice at home". He also used the outspoken Wei Zhi. Wei Zhi remonstrated with him more than 200 times before and after, and was the most famous remonstrator, which was highly valued by Emperor Taizong. During the Zhenguan period, celebrities and famous generals came forth in large numbers.

Knowledge point 3: Empress Wu Zetian

1. (From Empress to Emperor) Wu Zetian was the only female emperor in the history of China. He is the queen mother of Tang Gaozong, and gradually gained real power. In his later years, he proclaimed himself emperor and changed his title to Zhou.

2. (The Rule of Wu Zetian) During her reign, Wu Zetian continued to implement the policy of developing agricultural production and selecting talents by Emperor Taizong.

3. (the influence of Wu Zetian's rule) When Wu Zetian ruled, the social economy of the Tang Dynasty further developed and the national strength continued to increase. It is said that her rule is "political enlightenment and macro-governance." 1. Read the following materials:

In the early years of Zhenguan, Emperor Taizong built Gan Yuan Temple in Luoyang. Minister Zhang strongly protested that it was a waste of manpower and material resources to build a palace as soon as the world was stable. I'm afraid you are not as good as Yang Di, the king of national subjugation. Emperor Taizong couldn't accept it for a moment, and asked angrily, "You say I'm not as good as Yang Di, so how can I be better than the tyrant in history?" Zhang said: "If this palace is completed, you will be almost the same as Jie Li and Zhou." Emperor Taizong was very shocked after hearing this, and finally accepted Zhang's suggestion and repaired the Yuan Temple.

Please answer:

(1) What * * knowledge did Emperor Taizong and Zhang acquire on the issue of repairing the Yuan Temple? What was the purpose of Emperor Taizong's strike to repair the Ganyuan Palace?

(2) Based on the above purposes, what measures did Emperor Taizong take? What kind of situation has it contributed to?

The new truth often makes people uncomfortable, especially for those in power. Joe? Herbert

2. Look at the picture on the right, please answer:

(1) Who is this person? She proclaimed herself emperor in her later years. Why did she change her name?

(2) What policies did she adopt during her administration? What effect has it achieved?

(3) Why do people call her rule?

Why did the Tang and Han Dynasties, which were studied before, have a prosperous situation? What did you get from it?

8 Read the following materials:

Material 1: "There is a strict assessment, reward and punishment system for officials. Even if the emperor's favorite servant breaks the law, he will not shelter him. He also attaches importance to the choice of local officials. " So in the early days of his rule, the society was stable and the economy was prosperous, and the Tang Dynasty entered its heyday.

Material 2: "Since Yang Guifei entered the palace, she has lived a dissolute life of' spring night is short, the sun rises too early, and the emperor no longer listens early'. She doesn't care about politics and lives a luxurious life. ..... There are 7.00 craftsmen in the palace embroidering brocade for the Forbidden City, and the three sisters in the Forbidden City earn millions of powder every year. Noble consorts eat all over the emperor, sometimes sending thousands of plates at a time, and the value of one plate is worth the assets of the middle class. "

Answer:

(1) whose rule do the above two materials reflect?

(2) What influence did the different practices of material 1 and material 2 have on each other at that time? Why does the same person do things differently? Please talk about some ideas in combination with what you have learned.

Historically, it has been said that "success leads to death, while loss of virtue leads to death". This paper tries to explain it with the historical facts of employing people from Tang Taizong to Tang Xuanzong for more than 100 years, and summarizes its experience and lessons.

9. Read the following materials:

Material 1: In the Tang Dynasty, due to the large number of applicants and the small number of admission places, those who were admitted to the Jinshi at the age of 50 were still young, and they were regarded as "less Jinshi", and most of them were lifelong. "Emperor Taizong's strategy is really long, earning a hero's white head", which vividly depicts the difficulty of learning.

Material 2: Emperor Taizong often visited Guo Zi School and imperial academy and cared about school teaching. With his support, 1200 school buildings were built, and the number of students increased to 326.0. As a result, there are more than 8,000 sinologists, and "the prosperity of sinology is unprecedented in modern times", so Chang 'an has become a domestic education center and cultural communication base.

Answer:

(1) What role did the imperial examination system play in feudal rulers?

(2) Through the second material, we can know how Emperor Taizong attached importance to the cultivation and selection of talents.

(3) What do you think is worth learning from the practice of Emperor Taizong? What disadvantages should be overcome by combining what you have learned?

10. What are the effects of the imperial examination system?