Seventh grade national common sense teaching plan people's education edition

1. Teaching plan of national common sense for grade seven

Teaching plan of national common sense for grade seven 1. Teaching plan of national common sense for lesson one

Lesson three 1. Read the contents in the information card carefully, and then tell your classmates how many autonomous regions, autonomous prefectures and autonomous counties (flags) there are in China.

Information: After the founding of New China, regional ethnic autonomy was implemented in places where ethnic minorities live in concentrated communities, allowing them to manage their own affairs. At present, there are 5 autonomous regions, 3 autonomous prefectures and 12 autonomous counties (banners), and 1173 ethnic townships have been established.

The five ethnic autonomous regions in China are: Inner Mongolia Autonomous Region, Xinjiang * * * Er Autonomous Region, Guangxi Zhuang Autonomous Region, Ningxia * * * Autonomous Region and * * * Autonomous Region. 2. Name it: How many autonomous regions, autonomous prefectures and autonomous counties (flags) are there in China? 3. According to the study in the last class, name the students and connect them on the blackboard.

blackboard writing: Urumqi, Guangxi Zhuang Autonomous Region, Hohhot, Xinjiang * * * Er Autonomous Region, Nanning, Ningxia * * * * * Autonomous Region, Yinchuan 4. Guide students to find teaching materials Page 6: The following map shows the distribution of some ethnic groups in various parts of China. Find out which areas are relatively concentrated in ethnic minorities and mark five autonomous regions on the map. After filling in the map in the textbook, ask the students to point and say on the map shown by the teacher.

1. Do a jigsaw puzzle of the autonomous region. You can ask other students to evaluate and appreciate it, and you can also compete with your classmates to see who can spell it quickly and well! (1) Materials: transparent tissue paper, cardboard, colored pens, rulers, scissors, pencils (2) Step: Cover the transparent tissue paper on the map of China and draw the outlines of various areas on the map; Then cover the transparent paper on the cardboard, and use a pencil to draw the outline on the transparent paper again, so that the traces of the map will be left on the cardboard. Draw five autonomous regions on the map of China on the cardboard, and you can also draw other regions.

Then paint these areas with different colors. Remember, adjacent areas cannot be painted with the same color. Carefully cut different areas with scissors, and a beautiful puzzle is made! 2. Extracurricular expansion (1) Small survey students, which nationalities live in your hometown? What are the distinctive living customs of these ethnic groups? Get to know the people around you (parents, neighbors, neighborhood committees, etc.) and record the results of your investigation on the information card.

(2) In the small production, students are asked to find relevant information, understand the basic situation or habits of a certain ethnic group, and make a beautiful card of that ethnic group. Communicate and exhibit among classmates.

The teaching requirements of the first multi-ethnic family are as follows: 1. Make students know that China is a multi-ethnic family, master the names of 55 ethnic minorities, and remember which provinces and autonomous regions are mainly distributed. 2. Let the students know the location of the five autonomous regions and capitals in China, and tell the number of autonomous prefectures, autonomous counties (ethnic groups) and ethnic townships.

Teaching process: 1. Introducing new lessons: Today we are going to learn the first lesson of Common Sense of Nationalities-a big family with many nationalities. (Writing on the blackboard) 2. Teaching new lessons: (1) Students from 56 ethnic groups! China is a multi-ethnic country and the most populous country in the world, with 56 ethnic groups.

according to the results of the fourth population census in 199, the population of * * * in China was 1.131 billion, now it is also called 1.2 billion. There are about 5.3 billion people in the world, and China's population accounts for about 1/5 of the world's population. That is to say, one in every five people in the world is from China.

In our ethnic family, the Han nationality has the largest population, accounting for the majority of the population of the Chinese nation and the most populous nation in the world, with about 1.39 billion people, accounting for 92% of the entire Chinese population. The other 55 ethnic groups * * * have more than 91.2 million people, accounting for only 8% of the country's total population.

Because the population of these 55 ethnic groups is very small compared with that of the Han nationality, our country customarily refers to them as ethnic minorities. 1. Know the names of 55 ethnic minorities.

(1) Please look at the color pictures. Let's identify 55 ethnic minorities. (2) In order to help you get familiar with the names of these 55 ethnic minorities, we made up a jingle. Let's ask the students to watch the slides.

2. Among all ethnic minorities, the largest population is the Zhuang nationality living in Guangxi, a nation that can sing and dance, with a total population of 15.55 million. (2) the living distribution of ethnic minorities. Although the proportion of ethnic minorities in the total population of the country is small, the places where they live are vast.

(3) The state implements the policy of regional self-control for ethnic minorities. Third, to sum up the students, under the unified leadership of the Party and the Communist Party of China, people of all ethnic groups help each other on an equal footing, unite and love each other, and defend the motherland and contribute their intelligence.

-1-Lesson 2 Teaching requirements for hardworking and brave people of all ethnic groups: 1. Let students know which ethnic minorities are mainly in northeast, north, northwest and southwest China. 2. Understand the great contribution made by people of all ethnic groups to developing the frontier of the motherland and resisting foreign aggression.

Teaching process: 1. Introducing new lessons: Thinking: 1. How many ethnic groups are there in China? ② How many ethnic minorities are there? ③ Where are these ethnic minorities mainly distributed in the motherland? Today, we learn the second lesson of Common Sense of Nationalities-hardworking and brave people of all ethnic groups. Second, teach new lessons: (1) ethnic minorities in the northeast; (2) ethnic minorities in the north; (3) ethnic minorities in the northwest; (4) ethnic minorities in the southwest; (3) Summarize the text and deepen our understanding; (4) Summarize: Our great motherland has a land area of 9.6 million square kilometers, and we can't do without one.

I hope the students will inherit their traditional virtues of hard work and courage and build our motherland stronger.

2. How to find the teaching plan of the twelfth lesson of history in the seventh grade

/soft/list? Classid=113 Beijing Normal University Edition Seventh-grade History Lesson Plan [Seven-year History Lesson Plan] Beijing Normal University Edition Seventh-grade History Lesson Plan Collection Unit 1 The Origin of the Chinese Nation Lesson Plan Unit 2 The Emergence of the Country and Social Change Lesson Plan Unit 3 The Unified Qin and Han Empire Lesson Plan Unit 4 The Division of Political Power and the Convergence of Nationalities Lesson Plan Preface Teaching Objective: Knowledge Objective: Make students understand the meaning of history initially; What is "time" to supplement the method of AD chronology? What is the "century"? How to calculate? A general clue to the ancient history of China.

ideological understanding: make students realize that history is around us and what is the use of learning history. Ability training: by asking students to discuss.

28-3-24, 17: 6: 12 People's Education Edition, the whole volume of teaching plans in the seventh grade history [seven-year history teaching plans] People's Education, the whole volume of teaching plans in the seventh grade, Unit 1, Prosperous and open society (1-9 lessons) [Knowledge and ability] The basic characters, events, time and tips in the textbooks are the requirements for students to master knowledge. Others only require general understanding. [Process and Method ]1. Train students' preliminary application ability of historical materialism views and methods from various angles; 2. The thinking ability, originality and sensitivity of combining reading, listening and memorizing materials are the cultivation of thinking quality; 3. Exercise of oral expression ability.

[affection. 28-3-21 1:42:16 Compulsory Education Curriculum Standard Experimental Textbook "History of China" (all lesson plans) [Seven-year history lesson plans] Compulsory Education Curriculum Standard Experimental Textbook "History of China" (all lesson plans) Unit 1 Prosperous and open society (1-9 lessons) [Knowledge and ability] Basic figures appearing in the text of the textbook. Others only require general understanding.

[Process and Method ]1. Train students' preliminary application ability of historical materialism views and methods from various angles; 2. The thinking ability, originality and sensitivity of combining reading, listening and memorizing materials are the cultivation of thinking quality; 3。 28-3-11 9:1: People's Education Press seventh grade history lesson plan [seven-year history lesson plan] The first unit of the complete set of seventh grade history lesson plan The origin of Chinese civilization (lesson 1-4) [knowledge and ability] takes the basic characters, events, time and hints appearing in the text in the textbook as the requirements for students to master the knowledge; Others only require general understanding.

[Process and Method ]1. Train students' preliminary application ability of historical materialism views and methods from various angles; 2. The thinking ability, originality and sensitivity of combining reading, listening and memorizing materials are the cultivation of thinking quality; 3. Exercise of oral expression ability. [Emotional attitude and.

28-3-5 15:16:46 Sichuan Education Press Seven-Year History Teaching Plan [Seven-Year History Teaching Plan] Sixth Learning Theme Prosperous and Open Society Lesson 1 From "Ruling by Emperor" to "Ruling by Zhenguan" Teaching objectives: 1. Remembering and understanding the time when the Sui Dynasty unified the whole country, the name and year number of Emperor Taizong, and the Sui and Tang Dynasties. 2. Ability and Methods To cultivate and improve students' generalization ability by summarizing the measures taken by Emperor Wendi of Sui Dynasty and Emperor Taizong of Tang Dynasty to govern the country; Cultivate students' ability to analyze problems by exploring the reasons for the formation of "the rule of chastity"; Through the evaluation of Emperor Taizong, let the students.

28-2-28 15:45:43 (Color Edition) The History of China, Grade 7, Volume II [Seven-year History Teaching Plan] Unit 1 Prosperous and Open Society Lesson 1 Prosperous Sui Dynasty Lesson 2 "The Rule of Zhenguan" Lesson 3 "Kaiyuan Shengshi" Lesson 4 The Establishment of Imperial Examination System Lesson 6 Friendly Exchanges with Foreign Countries Lesson 7 Brilliant Sui and Tang Cultures (I) Lesson 8 Brilliant Sui and Tang Cultures (II) Activity Lesson 1 A Historical Short Play-Princess Wencheng Entering Tibet Unit 2 The southward shift of economic center of gravity and the development of ethnic relations Lesson 9 The era of coexistence of ethnic regimes Lesson 1 28-2-28 15:3:56 Beijing Normal University Edition seventh grade history lesson plan [seven-year history lesson plan] Lesson 1 The unification of the Sui Dynasty and the Grand Canal lesson plan example This lesson focuses on the Grand Canal of the Sui Dynasty; The tyrant Emperor Yangdi's difficulties in this lesson: the creation of the imperial examination system. Teaching process: 1. Introduction and review questions: (1) When did the Northern Zhou Dynasty unify the North? (2) (showing pictures of Emperor Wen of Sui), in 581, this man seized the Northern Zhou regime and established the Sui Dynasty. Who was he? Second, teaching new lessons 1. The Sui Dynasty unified the economic development of the North and South Dynasties, which urgently required breaking the boundaries, strengthening economic exchanges and ending the separatist regime.

and after a long period of war, the people yearn for reunification. 28-2-23 17:15:43 First-year history lesson plan [Seven-year history lesson plan] First-year history lesson plan Unit 1 The origin of Chinese civilization (1-4 lessons) [Knowledge and ability] The basic characters, events, time and hints appearing in the text in the textbook are the requirements for students to master knowledge; Others only require general understanding.

[Process and Method ]1. Train students' preliminary application ability of historical materialism views and methods from various angles; 2. The thinking ability, originality and sensitivity of combining reading, listening and memorizing materials are the cultivation of thinking quality; 3. Exercise of oral expression ability. [Emotional attitude and values].

28-1-28 1:7:26 The teaching design and reflection of the seventh grade history "The Rise of Mongolia and the Establishment of the Yuan Dynasty" [Seven-year history lesson plan] Reflection on the first grade history teaching: The topic "The Rise of Mongolia and the Establishment of the Yuan Dynasty" is one class. This lesson in teaching material analysis mainly tells about the rise of Mongolia and its contribution to the history of China, involving the political and economic history of the Yuan Dynasty. The textbook is completed through three contents. The first one focuses on the historical achievements of Genghis Khan, a generation of Tianjiao.

The second item mainly talks about the unification of the Yuan Dynasty, including Kublai Khan's establishment of the Yuan Dynasty, its social and economic development, foreign exchanges and the establishment of the provincial system. The third objective presents the integration and development of the nationalities in the Yuan Dynasty.

yes. 28-9-22 12:2:41 Teaching Design of Chinese-foreign Cultural Exchanges in the Tang Dynasty [Seven-year History Teaching Plan] The fifth lesson of Chinese-foreign Cultural Exchanges Curriculum Standards in the Tang Dynasty takes historical facts such as Sino-Japanese exchanges and Sino-Indian cultural exchanges as examples to illustrate the development teaching objectives of Chinese-foreign exchanges in the Tang Dynasty.

3. Lesson 2 Great Ethnic Integration in the North

Lesson 23 Great Ethnic Integration in the North

[Teaching objectives ]

1. Knowledge and skills: Through the study of this lesson, students can master the reasons, contents and functions of Emperor Xiaowen's reform in the Northern Wei Dynasty and improve their ability to comprehensively analyze historical issues.

2. Process and method: Ask questions at different levels to stimulate students' curiosity and thirst for knowledge, and break through the study of important and difficult points through cooperative learning, discovery learning and inquiry learning.

3. Emotional attitude and values: The great integration of northern nationalities promoted by Emperor Xiaowen's reform in the Northern Wei Dynasty conforms to the development trend of the times, thus initially establishing the historical values of safeguarding national unity and reunifying the motherland.

[key points and difficulties ]

key points: emperor xiaowen's reform in the northern Wei dynasty

difficult points: how did emperor xiaowen's reform in the northern Wei dynasty accelerate the great integration of northern nationalities?

[teaching methods] discussion-guidance-activity inquiry method

[teaching methods] multimedia

[class hours ]1 class hour

[class type] new teaching

[teaching AIDS] atlas, multimedia related to the reform of Emperor Xiaowen of the Northern Wei Dynasty

[teaching process ]

1. Review questions

. Where is the capital? What is the general term in history?

2. Introducing New Courses

During the Northern Wei Dynasty ruled the North, the pace of ethnic integration was further accelerated. What are the reasons? What role did the famous reform of Emperor Xiaowen play in the process of national integration? Today, this class will answer these questions.

3. Explore a new lesson: Question: What is the state of the North after the Battle of Feishui?

Question: Which regime ended the chaos in the north? (Student's answer) It was the Northern Wei regime established by Xianbei Tuoba Department.

1. Do you know how the North is unified and integrated?

Let's read the text and solve the following problems in groups, and each study group can also ask questions that you are more interested in around the theme to discuss and solve? (five minutes)

How did the Xianbei people rise? How was the Northern Wei regime established? How did the Northern Wei Dynasty unify the North? When was it? Talk about the impact and impact of this change on all aspects of your life with the graphic materials of the text.