The teaching plan of "a hundred schools of thought contend" as a compulsory course in senior high school history and the formation of Confucianism.

High school history compulsory 3 "? A hundred schools of thought contend? And form the Confucian "teaching plan 1 teaching preparation"

Teaching objectives

Teaching objectives:

Knowledge and ability:

Know a hundred schools, know the Spring and Autumn Period and the Warring States Period? A hundred schools of thought contend? The significance of situation formation; Understand the main viewpoints of Confucius, Mencius and Xun, and understand the formation of Confucianism.

Process and method:

Introduce appropriate materials about China's ancient political development and traditional culture to inspire students to think about the significance of forming a situation in which a hundred schools of thought contend. Using tabular method, guide students to summarize the main contents of Confucius, Mencius and Xunzi from the aspects of times, main viewpoints and influence. With the theme of a hundred schools of thought contending, organize students to talk about their understanding and feelings about inheriting China's traditional cultural thoughts. Organize once? My reading activities in reading of the analects of confucius? .

Emotional attitudes and values:

Feel the profoundness of China's ancient thought: by learning the people-oriented thought of early Confucianism, cultivate students' humanistic care spirit; Understanding Confucian culture is the most important part of China's traditional culture, and understanding its position in the history of world culture and its influence on future generations; Connecting with practice enables students to treat Confucian traditional culture correctly and give full play to its positive significance in the contemporary era.

Emphasis and difficulty in teaching

A heavier point

? A hundred schools of thought contend? The historical significance of the situation;

The main viewpoints of Confucius, Mencius and Xunzi, and understand the formation of Confucianism.

difficulty

The formation of Confucianism, understanding its position in the history of world culture and its influence on later generations.

teaching process

Introduction to the new lesson 1988 A Nobel Prize winner said at a rally in Paris that if human beings want to survive in the 2 1 century, they must look for wisdom in the thoughts of Confucius 2,500 years ago.

Seeing this, the teacher felt: What is the value of Confucius in the end, so that these elite politicians have such an act, such an assertion? Today, let's get close to the sages, understand the essence of traditional culture, feel their charm and seek enlightenment. ?

Introduce a new course

The 5th World Congress of Confucianism and the 20 12 Confucius Culture Award Ceremony were held in the Confucius Institute. This conference highlights the reality and theme? The contemporary significance of Confucianism? . Around? Confucianism and market theory? 、? China Yuan Dian and Modern Civilization? 、? Confucianism and national education? In-depth discussion, extensive dialogue and other major practical issues.

As the saying goes? Charm comes from strength? A person still has such a great influence after more than 2500 years. What is the charm of Confucius? How did Confucianism come into being?

Promote the new curriculum

First,? A hundred schools of thought contend? The emergence of the situation

1、? A hundred schools of thought contend? The concept of

(1) What do you mean? Hundreds? , is a general term, meaning a lot. Han Ashi is mainly divided into ten schools: Confucianism, Mohism, Taoism, Legalism, Yin and Yang, Miscellaneous Notes, Famous Scholars, Military Strategists, Military Strategists and Novelists.

2 so-called? Fight? It means arguing and arguing.

? A hundred schools of thought contend? It refers to the intellectuals of different schools in the Spring and Autumn Period and the Warring States Period who explained the universe to the society and everything according to the interests and requirements of their own class (stratum) or group. As a result, they write books, accept disciples, make a loud noise, argue with each other and compete to express their opinions. So it formed a situation in which all factions competed for each other.

2. Cooperative inquiry 1:? A hundred schools of thought contend? Why are we arguing? What are the profound social reasons?

The Spring and Autumn Period and the Warring States Period is an era of great social change, with the gradual disintegration of slave society and the gradual establishment of feudal society.

(1) Economically, the well-field system collapsed and the social economy developed rapidly. The use of ironware and the popularization of Niu Geng promoted the collapse of the well field system; The rapid development of feudal economy provided material conditions for the prosperity of academic culture.

(2) Politically, the royal family of Zhou Dynasty declined, the princes disputed and the enfeoffment system collapsed. Various forces are fighting for balance and contest. Expressing different views on the reality of social change and putting forward various schemes for the disadvantages of reform will inevitably produce different views; In addition, the new ruling class has no absolute authority, so people's thoughts will not be bound and restricted by any rules and regulations, and they can speak freely.

(3) As far as class relations are concerned, scholars? Activity and reuse of hierarchical structure. All the vassal States wanted to enrich and annex other countries and replace the status of the Zhou Emperor, so they especially praised Corporal Xian. Scholars represent the interests and demands of their own classes or political factions, hoping to realize their political aspirations of governing the country and calming the world with their own ideas.

(4) ideologically and culturally, from? Studying in the government? Arrive? Studying in the folk? The rise of private schools. The rise of private schools has created a large number of knowledgeable and experienced taxis, and also provided a public opinion position for academic prosperity. In society, a group of social forces with the purpose of spreading culture and developing academics are called? A hundred schools of thought contend? .

Cooperative inquiry 2: What are the root and direct causes of the contention of a hundred schools of thought?

The root cause: the development of productive forces, the society is in the era of change;

Direct cause: representatives of various factions write books, criticize each other and form? Fight? Situation.

3. Representatives of major factions:

During the Spring and Autumn Period and the Warring States Period, academic thoughts developed unprecedentedly. Hundred schools of thought: Three religions and nine streams. Among them, P4 Historical Vision has a great influence.

Confucianism: Confucius, Mencius and Xunzi. Taoism: Laozi and Zhuangzi. Mohist: Mozi. Legalists: Shang Yang, Han Fei and so on.

4. Historical influence

These schools of thought questioned each other, contradicted each other and formed? A hundred schools of thought contend? Situation; At the same time, various factions absorbed and merged, and gradually formed the traditional cultural system of China. It has a far-reaching impact on that time and future generations.

Cooperative Exploration III: What is the great influence of a hundred schools of thought contending on China society? (Student answers)

? A hundred schools of thought contend? This is the first ideological emancipation movement in the history of China, an important stage in the history of China's academic culture and ideological and moral development, which laid the foundation for the development of China's ideological culture.

Second, Confucius and early Confucianism

Confucius, the founder of Confucianism, is well known. What do you know about Confucius?

(After the students answer, briefly introduce the life of Confucius. )

1, the thought of Confucius

Cooperative Exploration IV: What is the significance of Confucius' thought? Ren? And then what? A gift? Understand?

( 1)? Ren? Main contents:? The benevolent loves others? ,? De? Is it Confucius? Ren? The political embodiment of his thought. ② Evaluation: This idea has a far-reaching influence on establishing harmonious interpersonal relationships, restricting the excessive exploitation of the people by the rulers and forming the traditional theoretical morality of the Chinese nation.

(2)? A gift? Main contents:? Self-denial? . ② Evaluation: It is a conservative part of Confucius' thought. He acknowledged class oppression and maintained the hierarchical system, which became the ideological tool for feudal rulers to maintain their rule. But? A gift? His thoughts have played a great role in stabilizing social order, developing productive forces and restraining the rebellious consciousness of the lower classes of society.

2. The thoughts of Mencius and Xunzi in the Warring States Period.

(1) Claim

2. Influence: ① Mencius and Xunzi summarized and reformed Confucianism, absorbed some positive and reasonable elements of other schools, made the Confucian system more complete, and made Confucianism more suitable for the needs of society.

(2) In the late Warring States period, Confucianism developed to a hundred schools of thought, with a large number.

3. Comparison of the thoughts of Confucius, Mencius and Xunzi.

Cooperative inquiry 6: How to understand modernity? Governing the country by virtue? Thought and Confucianism? Takuji?

(1) The essential difference between the Confucian rule of virtue and the rule of virtue advocated today;

① The content of rule by virtue is different. What is the Confucian rule of virtue? Three cardinal guides and five permanent members? Taking the morality of feudal landlord class as the core is the basic content; Today's rule of virtue is based on socialist morality and production morality.

② The class interests represented are different. The former represents the interests of the feudal landlord class and serves the maintenance of feudal rule; The latter represents the interests of the broad masses of people and serves the stability and development of socialism.

(2) The necessity of strengthening the rule of virtue in the socialist market economy: the market economy is spontaneous. Strengthening moral construction can restrain and standardize the trading activities and behaviors of market economy subjects, so that the market economy can proceed healthily, normally and orderly.

Third, Taoism, Legalism and Mohism.

1. Taoism

(1) Laozi: ① World view: What is the origin of everything in the world? Tao? . ② Political views:? Governing by doing nothing? . He emphasized that everything should conform to nature, and advocated pure inaction and contentment. ③ Dialectics: Everything in the world and human society are always in constant motion, and existence, difficulty, dignity and misfortune are interdependent and constantly changing.

(2) Zhuangzi: ① Everything in the world is regarded as relative. (2) Give up all different ideas, and you can gain spiritual freedom.

2. Legalists

(1) for: Han Feizi

(2) Proposition: The monarch is dominated by the rule of law, controls ministers politically, and intimidates his subjects with absolute authority.

(3) Evaluation: Legalists promoted the power of the monarch to the extreme, which catered to the historical development trend of establishing a unified and autocratic country.

Summary after class

homework

The real question of college entrance examination: lesson 65438 +0? A hundred schools of thought contend? And the formation of Confucianism

First, multiple choice questions

1.(20 14o Shandong Wenzong) During the Spring and Autumn Period, Confucius set up a private school with students from all walks of life. This practice ()

A. broke the privilege of aristocratic monopoly education

B. the patriarchal clan system collapsed.

C. Shaked the ruling foundation of the Zhou royal family

D. adapted to the needs of the feudal hegemonic war.

2.(20 12o Hainan single subject) Confucian classics emphasize: courtesy is good, and people dare not disrespect; If you are just, then the people dare not refuse; If you keep the letter, people will not dare to be heartless. ? This passage reflects ()

A. People-oriented thought

B. Benevolent politics thought

C. Pay equal attention to etiquette and law

D. Rite comes first

3.(20 12o Shandong Literature Synthesis) Some scholars commented on a school of thought in the Warring States Period. Are pragmatic politicians? They think the existence of nobles is out of date? They regard businessmen and scholars as dispensable or redundant people. ? This school is ()

A. Confucianism

B. Taoism

C. mohists

D. legalist school

Reference answer

First, multiple choice questions

1. Analysis: Is this question about Confucius? Don't teach in class The educational thought of. Does the stem material reflect Confucius? Don't teach in class The main significance of his educational thought lies in breaking the primitive? Studying in the government? Situation, that is, broke the privilege of monopoly education of slave owners and nobles, so item A is the correct answer. Patriarchal enfeoffment system is based on consanguinity. Confucius' educational thought did not impact and disintegrate patriarchal enfeoffment system, so item B was wrong. The economic basis of Zhou royal rule is system, and the political basis is patriarchal enfeoffment system. Confucius' educational thought did not impact the Jing Tian system, nor did it shake the dominant position of the slave owners and nobles, so item C was wrong. What is Confucius' educational thought? Ren? A gift? As the main content, it contains the connotation of opposing the hegemony of princes at that time, so item D is wrong.

A: A.

2. Analysis: This topic examines China's ancient traditional thoughts, aiming at examining students' ability to obtain and interpret information. What does the material emphasize? Good gift? Yi Hao? Good letter? , no response? People-oriented? And the rule of law, so items a and c are wrong. The content of the material is not involved? Ritual therapy? , so it can't be reflected? Politeness is paramount? , item d error. Courtesy, righteousness and faith are all manifestations of benevolent government, so item B is correct.

Answer: b

3. Analysis: This topic examines the contention of a hundred schools of thought during the Spring and Autumn Period and the Warring States Period, and examines the ability of students to obtain and interpret information, mobilize and apply knowledge. From the material? Pay attention to practice? The existence of nobility is out of date? While despising businessmen and scholars, it can be seen that this school denies aristocratic politics, advocates the rule of law, emphasizes agriculture and inhibits business, and pays attention to practice. Combining what we have learned, we can see that this school should be a legalist, so item D is correct. The understanding of businessmen and scholars in the materials does not conform to the views of Confucianism in the Warring States period, and item A is excluded; What was Taoism in the Warring States Period? Are you happy? Attitude towards life, just in the material? Noble? Understand that it does not conform to the school's point of view and exclude item B; Mohism advocates non-aggression, Shang Xian and frugality, and the material content can't reflect the school's point of view, so it excludes item C, so it chooses item D.

Answer: d

High school history compulsory 3 "? A hundred schools of thought contend? And form the Confucian "teaching plan II teaching preparation"

Teaching objectives

1. Knowledge and ability: Understand the formation process of thinkers such as Confucius, Mencius and Xunzi and Confucianism. Master the ideological characteristics of a hundred schools of thought contend and the main viewpoints of its representatives; Understand the reasons and significance of the situation of a hundred schools of thought contending during the Spring and Autumn Period and the Warring States Period.

2. Process and methods: Students can infer and analyze according to textbooks, materials provided by teachers and their own observations, actively explore the answers to questions, and learn to learn related questions by observing and comparing. Be able to compare, summarize and explain what you have learned comprehensively.

Teachers should pay attention to heuristic teaching, design targeted and enlightening questions, guide students to actively explore, and evaluate students' performance in a timely and appropriate manner during the exploration process.

3. Emotion, attitude and values: Through the study of the cultural grand occasion of active thinking and prosperity in the Spring and Autumn Period and the Warring States Period, students can have a deep understanding of the culture of the motherland, thus they will love the history and culture of the motherland more and are interested in inheriting and carrying forward the excellent cultural traditions of the Chinese nation; Gradually cultivate the national spirit, stimulate pride in the history and culture of the motherland, and cultivate patriotic feelings.

Emphasis and difficulty in teaching

Focus: representatives of a hundred schools of thought contend and their main viewpoints.

Difficulty: 1, the representative figures of a hundred schools of thought contend and their main ideological contents are many, and there are many new knowledge and contents, which are difficult to master.

teaching tool

Slide pictures.

teaching process

teaching process

(A) preview the inspection, summing up the doubts

Check and implement students' preview, understand students' doubts, and make teaching targeted.

(2) Scene introduction and case display.

(3) Cooperative inquiry and intensive teaching.

First, Confucius and early Confucianism

1. Confucius

(1) political thought: put forward? Ren? With what? A gift? Theory; Advocate the establishment of a civilized society of rites and music.

Pay attention to politics and personnel and stay away from ghosts and gods.

(2) Educational thoughts: initiated the atmosphere of private lectures in ancient China; Run your own ideas through educational activities; Pay attention to people's all-round development.

(3) The historical position of Confucius: the founder, educator and cultural communicator of Confucianism.

2. Mencius

(1) ideological content: Mencius inherited Confucius' theory and commented on it. Takuji? Give play to creativity and advocate creativity? Ren? Theory and put forward? The people are noble and the monarch is light? Thought.

(2) Influence: It has made an important contribution to the development of Confucianism.

3. Xunzi

(1) Main ideas:

Emphasize? Every day is normal? , put forward? Use it to control fate? Thought, right? A gift? In-depth discussion.

(2) Status: It has extensively absorbed the essence of various ideas, enriched the ideological content of early Confucianism and became a Confucian? Master? .

After talking about this book, it summarizes the aspects in which Mencius and Xunzi played the role of Confucius thought and the basic characteristics of early Confucianism.

2. Representatives and main viewpoints of other major schools

Instruct students to fill in the form, and then inspire students to analyze the social basis of Laozi and Zhuangzi research in combination with the social, political and economic situation in the Spring and Autumn Period and the Warring States Period.

For the same school, the thoughts of different thinkers should also be analyzed differently. Grasp the ideological characteristics of various schools from the whole and local aspects.

Remember: in addition to the above three representatives, there are Wu Qi and Shen Buhai. What is the internal formation of legalist thought? The law? Heavy? Surgery? , heavy? Potential? Among these three different schools, Han Feizi is a master of legalism.

Thirdly, it is suggested to discuss the causes and significance of the situation of a hundred schools of thought contending in the Spring and Autumn Period and the Warring States Period in groups.

Enlighten students to understand the historical development of politics, economy, ideology and culture in ancient China at that time and later. Through their own emotional experience, subjective understanding, independent thinking and judgment, this paper analyzes the contributions of various schools to social development in the Spring and Autumn Period and the Warring States Period.

(4) Reflection and summary, classroom test.

Teachers organize students to reflect and summarize the main contents of this lesson and conduct classroom tests.

Design intention: Guide students to build a knowledge network, and simply feedback and correct what they have learned.

(5) Make a counseling plan and arrange preview.

We have studied Confucius, Mencius, Xunzi and other thinkers and the formation process of Confucianism. So, how did Confucianism become the orthodox thought in feudal society? Shall we study together next class? To oust a hundred schools of thought and respect Confucianism alone?

Summary after class

The design of this lesson adopts the preview study plan issued before class. Students preview this section and find out their own confusion. In the classroom, teachers and students mainly solve the key points, difficulties, doubts, test sites, exploration points, forgettable and confusing points in the students' learning process. Finally, they conduct in-class tests and expand after class to improve classroom efficiency.

Write on the blackboard.

First, Confucius and early Confucianism

1. Confucius

2. Mencius

3. Xunzi

2. Representatives and main viewpoints of other major schools

3. The reasons and significance of a hundred schools of thought contending during the Spring and Autumn Period and the Warring States Period.