初一历史教案4（共4篇）
初一历史教案4 篇1
单元要点分析:
Express likes and dislikes (表达个人喜恶)，如：
I like rice. I dislike hamburgers.
2. Use adverbs of frequency (使用频率词), 如:
I usually have fish and vegetables.
3. Differentiate between countable and uncountable nouns(区别可数名词和不可数名词)如：
some rice , two apples
Understand and use the indefinite article(理解并使用不定冠词)如：
I want to buy a book.
I want to buy an e-dog.
教学目标
本单元的重点在介绍年轻人的生活方式。 围绕食物, 谈论如何拥有一些平衡的饮食结构
以保持身体匀称, 健康。 通过语言技能的训练以达到本单元的教学目标:
Listening: Guess the meanings of new words by looking at a question naire
Develop effective listening skills to extract specific information
Speaking: Formulate questions about diets and respond appropriately
Ask WH---questions with the right intonation
Read an article to a classmate and check for mistakes
Reading: Guess general meanings of words from the context.
Identify specific meanings
Practise intensive reaching
Writing: Express factual information bout diets and lifestyles based on the model article
Select appropriate vocabulary and sentence constructions to writ about personl details.
教材分析:
Topics: Food
Function: Talk about healthy food and lifestyles
Target language: It is lunchtime ,Hobo.
Let is have a hamburger.
You are always hungry, Eddie.
I need a lot of energy.
Why? You never exercise.
Yes , I do. I walk to my bowl many times a day .
Vocabulary: hungry ,need ,never, exercise, hate, , vegetable, dancer, tired, ten ,important, healthy, change, before, seldom, fruit, sweet, often, bread, meat, top, juice, person, water, dry, ice, cream, story, glass, tea, of, course, favourite, kilo, salt, tomato, soup, less than, not…at all, try, feel, luck, carry, supermarket, large, take in, mean, fat, stay, taste
Tasks: Healthy eating.
Task1: Writing an article on your diet
Task2; Reading your article to a partner to check for mistakes.
教学建议
让学生查字典或上网查询有关食物的词汇，并能进行归类和区分可数名词和不可数名词。
让同学为自己配制健康食谱，并在生活中使用。
让学生为自己选择适当的运动，以拥有健康的体魄去从事自己想要做的事情。
第一 课时 Welcome to the unit
一, 教学目标
1. To revise old vocabulary and learn new words about food
2. To talk about likes and dislikes with regard to food
3. To recognize names of different food
4. To use adjectives to describe different tastes
二, 教学目标
1.语言功能: Talk about different foods
2.语言目标: What food do you like ? I like hamburgers.
What food does he/she like ?He /she likes hamburgers.
How does it taste ? It is sweet /sour / salty/ spicy.
3.重点词汇: rice , hamburgers ,chicken, fish, apples, oranges, vegetables, cakes, chocolates, tea ,mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy.
4. 教学策略: 培养学生对同一事物要有不同的看法.
培养学生对所学的知识进行分类的能力.
三, 教学过程:
1. Present the new words:
Hungry: What time is it? Oh , it is eleven. It is time for lunch . I do not have a lot for breakfast. I am hungry now. Look at the picture2 and say “ You are always hungry , Eddie ?”
Hamburger: Oh, kook at this (show a picture of hamburger ) Let me have it. Do you like eating hamburger ?
Bowl and rice : I also like having rice. Today I will have a big bowl of rice . Because I am hunger .
Exercise: What do you do after lunch? Do you run? Do you exercise ? Let us look at Eddie.
2. Talk about the pictures on P54
1). Is Eddie always hungry?
2). What does Eddie need?
3). Does Eddie exercise ?
3. Part B
1. Get ss to work in groups to make a table and tick on a table by asking :What food do you like/dislike? What food does he/she like?
2. ask ss to report their results.
3. If there is time , ask ss to talk about their family as well.
4. homework:
1.I did not have breakfast this morning . I am h______ now.
2. He eats a b____ f rice each meal.
3. She e_____ in the garden for half an hour every day.
4. Let us have a h______.
5. It is good for your health to eat some fruit and v_______.
6. Eddie walks to his bowl many t______ a day.
7. He does not like fish, but he l_____ chicken .
8. Are you late for school ? N______.
第二 课时: Reading (1)
一, 教学过程:
1, To revise and expand words about food and lifestyles.
2. To learn about the relationship between diet and overall health.
3. To practice the technigue of skimming for overall comprehension and scanning for detail.
二, 教学向导:
1. 主题: Food and lifestyles
2. 语言目标:
Before, I seldom ate fruit and vegetables.
Now , I always eat an apples for breakfast , and I often drink some milk.
I swim twice a week.
I do not eat fast food any more .
I usually have fish and vegetables.
3. 重点词汇:
Before , diet , energy, exercise, fast , food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person
4. 学习策略: 快速阅读技巧.
5. 多元智能: 配制健康 食物, 适时运动
三, 教学过程:
1. Discussion in pairs:
1). What food do you usually eat ?
2). What activities do you usually do ?
2. New words presentation:
1). Guess the meaning of the new words according to the picture and sentences.
2). Teach them
3. Skimming:
Listening to tape once and find out the answers to the Qs:
1) . What does Kitty want to do ?
2). What does Daniel like doing ?
4.Scanning:
Read the text by themselves .Then do a T or F.
(课练P34)
5. Reading:
Listen to the tape and read after the tape.
6. homework:
A词型转换:
1). The girl wants to be a _______( dance).
2) We should study well and keep _____( health)
3) The students do morning _____( exercise) every moring.
4) Before he seldom ____( eat) fruit and vegetables.
5) She likes _____( play) computer games and _____( chat) with her friends on the internet.
B .书面表达
1. Good for our health
Not good for our health
第 三课时 Reading (2)
1. revise:
1) Revise the words by a dictation
2) Revise the text by reading the text
2. part B
1). Find the left words in the text , then match with the meaning in the right.
2). Check their answers with the whole class.
3). Scan the text again , then finish b2.
3. part C
1). Ask some Qs :
How do you go to school ? What do you have for breakfast?
How often do you play basketball /football / volleyball ?
2). Finish C
4. Discussion :
Let the ss discuss “What food should we eat “? And “What activities should we do”?
5. Homework:
1. 她长大后想成为一名舞蹈家
2. 对于人们来说健康是很重要的.
3. 我晚饭常常吃柔和菜.
4. 你知道吗, 甜的零食对我们没有好处.
5. Daniel 也喜欢玩电脑游戏和朋友在网上聊天.
6. 我爸爸每天锻炼三十分钟.
第四课时 Vocabulary
1, Revise
1). Revise the words by a dictation
2). Show some pictures of food and revise them.
2, Part A
1). Get ss to show their food words on the board.
2). P59, PartA, this is a fun activity to learn and revise words and spelling .Ask Ss to do the task . then check the answers with the whole class.
3). Ask for volunteers to mixture the letter order of some words . Then ask other Ss to work out the answers.
3, Part B
1}. Try to bring some pictures of different of food with strong tastes. Get Ss to know the meanings of sweet ,sour, spicy.
2). Ask Ss to do the task on their own and then check the answers with the whole class.
3). Ask Ss to think of other foods that are salty ,sour, spicy, or sweet ,e.g. soy sauce, grapefruit, chili, and cakes.
4, Homework:
A, 根据句意,填如所缺的词:
1. I do not like Sichuan _____. It is too ______.( hotpot, spicy)
2. I often use _____to make salad . it is _____.( vinegar, sour)
3. At the Mid-Autumn Festival, we eat _____. They are______.(mooncakes, sweet)
4. He often uses _____ to cook fish , it is______.(salty, soy sauce)
5. How does chocolate ______? It is ______.(sweet, taste)
B, 用所给单词的适当形式填空:
1. I do not like the meat because it is _______(salt).
2. Three are many different kinds of______ (dish) in Nanjing.
3. When we cook fish, we often make it ______(spicy).
4. It is not good for our teeth to eat too many _____(sweet).
5. How _____(good) do you know the different tastes?
6. You can buy _______(dry) bread in the supermarket.
第五课时 Grammar (1)
一, 教学目标:
1. To recognize and use adverbs of frequency>
2. To recognize and use countable and uncountable nouns.
3. To recognize and use the indefinite articles to talk about things that are countables.
二, 教学向导
1. 语法项目:
频率副词: never, seldom ,sometimes, often, usually, always,
2. 可数名词: a table / an apple
Two tables/ two stories/ two watches/ photos
/ tomatoes/ knives
3. 不可数名词: bread, water, hair, air, money, rain, tea, chicken, rice, fruit, cheese, milk, salt, sugar, vinegar, soup
4. 不定冠词: a / an
5. 句子结构: How often do they/ you exercise?
How often does he /she exercise?
Simon never/ seldom /sometimes/ often/ usually/ always plays football.
What do we need to buy ?
We need some chicken and some potatoes.
I want to buy an egg/ a book.
6. 重点单词: ice cream, story, glass, tea, of course, favorite , kilo, salt, tomato, soup, roller, skating, noodle, carrot, potato, pot, shelf, wish, piano, knife, pancake.
7. 学习策略:
观察,发现, 归纳语法的能力.
综合运用的能力
8. 课前准备:
1). 预习语法项目, 查阅资料,提出问题
2). 收集语法项目的具体的例句
三, 教学过程:
1. Ask Ss how often they play football , badminton , go swimming, dancing, roller-skating.
2. Revise key words
3. Talk about how often you do certain thing, e. g.
I always walk to school
I never drive.
I often eat fruit and salad a restaurant.
4. Explain the meaning of different adverbs of frequency , Make sure that Ss understand the difference between usually and sometimes , Use the table on page to illustrate the difference. In addition , you coud explain the difference in terms of how often they do things every day or every week.
5. Ask Ss to complete Part A1 individually. Then check for the correct use of adverbs of frequency.
6. Go through the context of Part A2. Get Ss to talk about it , using adverbs of frequency.
7. Ask Ss to complete Part A3 and then check answers as a class activity.
四, Homework:
1. 首字母填空:
1). Every day I make a p______ of rice.
2). She usually needs a tomato and an egg for the s_______.
3). Mangoes are her f________.
4). Grandma tells the children a s_______ every day.
2. 用所给单词的适当形式填空:
1). They sometimes go roller ________ ( skate).
2). Chinese like eating _______( noodle) on their birthdays.
3). Are there any ________( knife) in the shop .
4). We will buy some ______ ( potato) and _______( tomato).
5). It will take you about half an hour ________(cook) the meal.
第六课时: Grammar (2)
一, 教学过程:
1. Explain the difference between countable and uncountable nouns by using the pictures on page 62 . Bring in some pictures to provide more examples to help Ss understand this concept .Go through the table on P62.
2. Ask Ss to read the conversation in PB2 in pair. Ss change roles and read the conversation a second time.
3. Ask Ss to write the nouns in the correct column of the table and add two more items to each list.
4. Note that some words can go in either list depending on the content.
e.g. Would you like some cake?
I have a cake and a glass of milk for breakfast.
I often have some chicken in a restaurant.
There are some chickens in the ard.
I like fruit, so I often buy all kinds of fruit.
Let’s buy some carrots.
I like to eat carrot.
She has black hair.
There is a hair in my soup.
注意:当我们在餐馆点餐时,我们常说:
One orange juice = one glass of orange juice
Two coffees = two cups of coffee
5. Ask Ss to go over Part B again. Make sure they know how to from the plural form of countable nouns . Tell them to pay special attention to the different ways of changing the singular form to the plural form.
6. Explain the table in Part C and the difference between a and an.
7. Ask Ss to do the exercise in Part C and then check answers as a class activity .Read the sentences aloud , paying special attention to the initial sound of each noun and the elision when thenoun starts with a vowel sound and is preceded by an , an egg.
8. Work in pairs to read out the conversation and then get some pairs to act out the conversation or their own.
二, Homework:
A. 汉译英:
1. 我经常放学后去图书馆.
2. 他很少去看电影.
3. 李蕾总是七点半做作业.
4. 我们有时玩电脑游戏.
5. 我妈妈通常星期天去购物.
6. 我爸爸从来不煮饭.
B. 用 a /an 填空:
1. There is _______ ‘ h ‘ and ‘ s ‘ in the work ‘ fish ‘.
2. Do you have ______ pen?
3. I want to eat _______ orange.
4. There are 60 minutes in _______ hour.
5. Does your father work in ______ university?
第七课时 : Integrated skills (1)
一,教学目标:
1. To listen for specific details.
2. To obtain special information about a person` s lifestyle.
3. To select information from a questionnaire and listen in order to complete a report on another Ss` lifestyle.
4. To talk about food and diet.
5. To introduce and consolidate common intonation pattern with wh--- Qs .
6. To ask Wh---- Qs about food items.
二, 教学向导:
1. 语言技能: Reading: 看懂调查问卷
Writing: 写调查报告
Listening: 听懂别人的提问和对话
Speaking: 谈论正确的生活方式
Pronunciation: 注意降调
2. 重点词汇: less than , not at all , try, feel, luck, supermarket, carry, biscuit, total, point, questionnaire, congratulations, partner, overall.
3. 学习策略: 通过调查问卷, 确立正确的生活方式.
4. 多元智能: 制作调查问卷, 了解健康和体育相关的知识.
三, 课前准备:
1. 复习已学过的食物的词汇, WH----句型和各种活动词组.
2. 制作一份调查问卷。
四，教学过程：
1. Arouse Ss’ interest in different lifestyles, food and health issues .Talk about the importance of doing exercise, sleeping and eating fruit and vegetables. Elicit information about your Ss’ lifestyles.
e. g How much TV do they watch?
How much time do they spend playing computer games?
How many snacks do they eat every day?
2. Get Ss to do the questionnaire in Parts A1 and A2.
Ss study the questionnaire individually. Check for general understanding and confirm the meanings of adverbs of frequency, individually and in pairs.
3. Play the recording. Ask Ss to listen for specific information about Hu Wen’ s lifestyle and tick the correct boxes. Then check answers as a class activity.
4. As Ss to enter Hu Wen’s score and their own score in the table in Part A3 Ss analyze the health scores for Hu Wen and themselves .Read out the three categories. Ask Ss to put up their hands for each category. Count the number of Ss in each category to see how healthy or unhealthy the class in.
5. Ask Ss to work and understand the Qs in PA4 before they interview their partners. Pay attentions to intonation.
6. Ask Ss to complete the report in PA5 . Use the information obtained from the Qs in Pa4. Ask Ss to put up their reports, together with the class profile, for classroom display.
五, Homework:
一, 根据句子的意思和所给的单词的首字母填空:
1. A q______ is a list of questions for finding out information.
2. Do you know anything about the Get F_____ Club.
3. Dogs like eating b_______.
4. His father is l_____ than fifty years old.
5. Work in pairs and ask your p______ the following questions.
二, 按照要求改写句子:
1. How much TV do you watch every day?( 改为同义句)
_____ ______ do you watch T V every day?
2. He doesn’t sleep more than ten hours every night? (改为同义句)
He sleeps ______ ______ ten hours every night?
3. They always eat fruit and vegetables. (提问)
_____ ______ _____ they eat fruit and vegetables?
4. I am listening to an interview with one of the club members.( 改复数句)
_____ _____ listening to an interview with one of the club members.
5. She exercises three to six times a week.(改疑问句)
_____ she _____ three to six times a week?
第八课时 : Integrated skills (2)
一, 教学过程:
1. Ask Ss to work in pairs practice saying Meiling and Ricky’s conversation. Remember that Ss should be able to role----play this conversation with fluency , eye contract and appropriate intonation . Tell them pay attention to the linking of words when speaking.
2. Ask Ss to work in pairs and talk about their own diet.
3. Ask some pairs to present their conversation to the class.
4. Ask Ss to listen to the Qs on the tape and find out the intonation from Wh---Qs . Then explain that we drop our voice at the end of a Wh---Qs to indicate that we have finished speaking.
5. Write or dictate the following Sts on the Bb .let Ss to practice:
How many apples do you eat every day?
How often do you go swimming ?
How often do you go to restaurants?
When do you chat on ICQ?
What is your favorite food?
What are you going to eat?
Why do you eat hamburgers every day?
Why do you eat so many snacks?
Who eats fruit every day?
Who eats vegetables?
6. Ask Ss to place the downward arrow on the last word of each Qs.
Ss then read out the Qs loud to practice intonation.
Ask some pairs to come to the front of the classroom and present the conversation.
二 , Homework:
完成课课练及练习册上的内容.
第九课时: Study skills and main task
一 , 教学目标:
1. To express factual information about diets and lifestyles in writing.
2. To write an article for a website based on personal in formation.
3. To revise the use of adverbs of frequency and the names of common food items with the help of pictures.
4. To read an article to a classmate and check for mistakes.
5. To revise key vocabulary using a crossword puzzle.
6. To review the simple present tense.
二, 教学向导:
1. 主题: Healthy eating
2. 语言目标: I am fit and healthy.
I think I need ….
I always / usually / … have…for breakfast/ lunch/ supper/ dinner.
This gives sb…calories to do sth /for sth
I like … because they’ re / it’s good for…
I take in ….I need vitamins to…..
It’s important to do sth….
3. 重点词汇: large, take in , mean, fat, stay, taste, healthy, always, usually, often, sometimes, seldom, never, hamburger, rice, apple lemon, water, fish, orange, juice, coke, pork, green tea, …..
4.学习策略: 复习巩固, 综合应用,自我评述.
三 , 教学过程:
1. Ask Ss why they eat types of food and why they should or should not change their diets. Tell Ss to look at the calories and vitamins chart in PA on P67.
2. Ss read Millie’s article on P868
3. Ask Ss to use Millie’s article and substitute the underlined phrases with their own information . Encourage Ss to include additional information or chang the model Ss if they can make their own.
4. Get Ss to present their artiues.
5. It is important to develop Ss’ self study in this section.
6. Ask Ss to complept Pa on their own . Ss then correct their own work and record their in pairs.
7. Tell Ss about crossed puzzles. Ask Ss to do the crossword puzzle using different food items.
四, Homework:
以 My Food and Lifestyle 为题 ,写一篇短文, 介绍what you eat and how you live.
初一历史教案（精选） 篇2
1 、知识与能力
了解春秋战国的起止时间。知道春秋五霸与战国七雄的名称。识读“春秋形势图”和“战国形势图”，找出春秋五霸及战国七雄的具体地理位置，掌握识读历史地图的基本技能。知道齐桓公称霸、晋楚争霸、晋分三家、合纵联横的历史事实，从正反两面分析诸侯争霸的作用。
2、过程与方法：
通过收集与本课有关的历史故事，培养检索资料的能力和集体协作的精神。通过讲述与本课有关的历史故事，培养学生的语言表达能力。引导学生思考“齐桓公为什么能够称霸”，培养学生的理解能力。
3、情感态度和价值观
利用本课丰富的历史材料，激发学生学习历史的兴趣。通过卧薪尝胆等故事，激发学生从小树立远大理想和为实现理想不畏困难的恒心毅力。
【学情分析】
本节课的授课对象是七年级学生，他们的分析、归纳和逻辑思维能力都还有待于提高。但七年级学生具有极强的求知欲和好奇心，迫切希望通过自己的努力获取新的知识并展现自己，学习积极性和主动性较强。因此在教学中应充分尊重学生的认知发展规律，因材施教。
【重点难点】
重点：培养学生学习历史的兴趣。
难点：本课时间跨度大，人物多，头绪杂，学生不易掌握。
【教学过程】
教学活动
活动1【导入】课程导入
【导入新课】：观看视频(多媒体播放)
2700多年前，华夏大地进入了凡有血气，皆有争心的大争之世。在那个激荡的时代，勇者彰显崛起之势，智者掀起变革风暴，谋者解开兴亡之谜，这就是中华文明正源生成的春秋战国时代。悠悠岁月沉封了那个金戈铁马、英雄浪漫的时代，留给我们的是古老的历史斑痕与辉煌而又沉重的梦想。今天就让我们一起来学习第七课、春秋五霸与战国七雄。
活动2【讲授】教学过程
西周末年，昏聩的周幽王为博美人一笑上演了一出烽火戏诸侯的闹剧，最终付出了身死国破的沉重代价，公元前771年犬戎攻破镐京，西周灭亡。第二年，周平王迁都洛邑，中国历史进入东周时期。东周分成春秋和战国两个时期，请同学们在课本中找出春秋、战国的起止时间和名称的含义。(学生找出并回答)同学们请注意，春秋时期是我国奴隶制瓦解的时期，战国时期是我国封建制度形成的时期。
下面我们来学习第一幕：说周王衰落 看纷争四起
看多媒体出示的图片，从图片中我们看到东周时期，周天子已经失去了往日的权势，春秋时期，周天子的实力大大下降，到战国时期，周天子的地位就更可怜了。而正是在此时，诸侯国为争夺霸权，展开了激烈的竞争。下面我们就根据材料来分析诸侯争霸的原因。通过出示两则材料来帮助学生分析春秋时期诸侯争霸的原因。(一是周天子势力衰落，诸侯势力变得强大。二是为了争夺土地、财产、人口和权力。)实质就是为了获取周天子过去享受的政治、经济特权。
下面我们来看第二幕：观春秋烽火 看霸主雄风
春秋时期先后出现了五位霸主，他们分别是齐桓公、宋襄公、晋文公、秦穆公、楚庄王。史称“春秋五霸”关于春秋五霸还有另外一种说法你们知道吗？(学生回答)
最先称霸的是齐桓公，请同学们阅读课本并结合老师的提示来分析齐桓公成为春秋首霸的原因。(学生分析并作答，教师总结。)公元前651年，齐桓公在葵丘举行诸侯盟会，周天子派代表参加，正式承认了齐桓公在中原的霸主地位。
齐桓公之后起来参与争霸的是晋国和楚国，这两国数次联合盟国在中原地区对决，先后持续百余年，是春秋时期最壮观的景象。
在晋楚争霸中，晋文公通过城濮之战一跃成为中原霸主。(教师讲解)
虽然称霸受挫，但楚国并没有放弃对霸主地位的追求，到楚庄王时，通过邲之战，楚国终成春秋一霸。(教师讲解)
请一位学生朗读每课一得，越王勾践卧薪尝胆终于实现了自己的人生理想。教育学生学习勾践的优秀品质。
春秋时期的两百多年间，诸侯们打了四百多场大战。到春秋末期，诸侯国锐减到二十几个。到战国时期主要只有七个国家了，历史上称为战国七雄。
下面我们来看第三幕：谈七雄兼并 解战国风云
战国初期，晋国分裂成韩、赵、魏三个国家，它们与原来的齐、楚、秦、燕并称为“战国七雄”。知道各国的位置，齐楚秦燕赵魏韩，东西南北上中下。介绍战国七雄的实力变化特别是秦国，由学生扮演角色分析问题。进而导出“合纵”“连横”。著名的纵横家秦国的张仪、魏国的公孙衍等。那么，“合纵”“连横”政策的结果如何呢？请同学们根据材料进行分析，教师进行指导。得出结论：合纵失败，秦国壮大，为后来秦灭六国奠定了基础。
问题探究：有人说，春秋战国时代把人们带进了战乱，对社会起了破坏作用，延缓了历史的发展；有人说，春秋战国时代是“在战斗中成长”，推动了历史的发展，你的观点如何呢？(根据材料进行分析)
恢弘壮观的春秋战国时期还给我们留下了丰富的文化遗产，下面来看第四幕：讲趣味故事 悟历史智慧
请一位学生生动地讲述一个成语故事，然后一起领悟其中的智慧。教师罗列一些相关的故事其启示。
春秋战国，纷争不休，在争霸与兼并的过程中，国家逐渐走向统一。最终秦灭六国，一统天下。历史告诉我们，统一是历史发展的主流。
让我们把视野移至海峡两岸，那一弯浅浅的海峡成为无数中国人抹不去的乡愁，实现祖国的完全统一是全世界炎黄子孙共同的心愿和梦想。遥想当年，国弱民穷，山河破碎，梁启超先生写下了脍炙人口的《少年中国说》，激励了一代代中华儿女前赴后继、努力拼搏；看今朝，国泰民安，复兴在即，我们有理由相信，在中国共产党的正确领导下，全国人民万众一心、齐努力、共奋斗、随着我国综合国力的不断增强，祖国的统一大业必将实现。请在座的每一位同学牢记：中华复兴，重担在肩！
活动3【练习】课堂练习
多媒体出示作业：当堂练习。
活动4【活动】课堂活动
初一历史教案第三课 篇3
远古的传说
学习目标
1．掌握阪泉之战、涿鹿之战的情况及华夏族的形成，知道炎帝和黄帝是中华民族的共同祖先。
2．知道炎帝和黄帝对中华文明所做的贡献，了解尧舜禹的传说和禅让制。
3．结合考古发现与远古人类的传说或神话故事，了解传说与神话故事中的历史信息。
重点难点精归纳
1．传说中炎帝和黄帝对中华民族做出的重要贡献(1)炎帝
①与黄帝结成联盟，联合打败蚩尤。
②教民开垦耕种，制作生产工具，种植五谷和蔬菜。③制作陶器，发明纺织，学会煮盐，教人们通商交换。④制作乐器琴瑟，并具有最早的天文和历法知识。(2)黄帝
①经过阪泉之战和涿鹿之战，黄帝在部落联盟的首领地位得以确立，这一部落联盟逐渐形成为华夏族。
②建造宫室以避寒暑，制作衣裳，挖掘水井，制造船只，学会炼铜，并发明了弓箭和指南车。
③相传在黄帝时期，仓颉创造文字，伶伦制作音律，隶首发明算盘。④黄帝的妻子嫘祖擅长纺织，并会缫丝。
2．全面了解禅让制
(1)含义：通过召开部落联盟会议进行民主推举部落联盟首领的办法。(2)实行时间：原始社会末期。(3)著名首领：尧、舜、禹。
(4)推举标准：德才兼备，以身作则，并且得到公众认同。
考点：
考点一
炎黄联盟
例
1（2015．广东）传说是人们世代口耳相传保留下来的历史叙述。龙是中华民族的象征，其形象是远古众多部落崇拜物的综合体。
与龙形象形成密切相关的传说是
（）A．盘古开天
B．炎黄传说 C．禅让传说
D．大禹治水
【解析】本题主要考查炎黄传说。炎黄二帝是原始社会末期部落首领，被奉为中华民族的人文始祖，是中华文明源远流长的标志，凝聚着炎黄子孙的情思。联系题目信息“龙是中华民族的象征”可知，龙的精神就是炎黄的精神，是中华民族的伟大象征，故选B项。
【答案】B
考点二
传说中炎帝和黄帝的发明
例2
每年的农历“三月三”，黄帝故里拜祖大典都会在河南省新郑市隆重举行。共同的血缘、相同的情怀使黄帝故里拜祖大典吸引了大批海外游子。这是因为黄帝
（）A．曾经打败了炎帝
B．教民开垦耕种，创造了文字
C．与炎帝一起被尊崇为中华民族的人文始祖 D．制作了音律，发明了算盘
【解析】炎黄部落打败蚩尤，经过长期发展，形成了日后的华夏族。炎黄二帝还有很多创造性的贡献，改善了人们的生产生活。因此后人尊崇炎帝和黄帝为中华民族的人文始祖，这也是海内外华人热情参加黄帝故里拜祖大典的主要原因。
【答案】C 考点三
尧舜禹的禅让
例
3桂林的虞山公园有一座石山，相传远古时代舜帝（称虞舜）曾南巡到此，故名虞山。那么，舜是通过什么方式成为部落联盟首领的（）A．世袭制
B．武力夺权 C．禅让制
D．自我推荐
【解析】由所学知识可知，舜被推举为部落联盟首领，这种推举部落联盟首领的办法是禅让制。
【答案】C
图文识读
华夏始祖——炎帝
图注：(1)炎帝是我国氏族社会后期的著名部落首领，与黄帝并称炎黄二帝。
(2)相传他的主要贡献是教民耕种，为古代原始农业的发展奠定了基础；教人们通商交换，成为商业发展的起源和基石；制作陶器、乐器，发明纺织，学会煮盐等，改善了人们的生活。
华夏始祖——黄帝
图注：轩辕故里位于河南省新郑，市轩辕路，始建于汉代，明清修葺。清朝康熙年间，新郑县令许朝柱立有“轩辕故里”碑。
尧的传说
图注：这是坐落于山西临汾城南，始建于唐朝的尧庙中的五凤楼。
图注：上图为大禹治水像，选自山东嘉祥武氏祠的画像石。
材料研读（教材第13页）
从材料中可以看出华夏民族的形成有什么特点？ 提示：华夏民族是由多民族交融而形成的。
问题思考（教材第14页）
冀教版初一历史教案 篇4
1.课程标准：
(1)比较郑和下西洋和哥伦布航海的规模和结果。
(2)用历史、辩证的观点看待历史人物和事件。
2.教材的地位和作用：
本课是对学生进行爱国主义教育的重要实践课程。
3.教学目标：
(1)知识与能力
以哥伦布为代表的新航路的开辟，在西方资本主义的历程中起到了举足轻重的地位，而郑和下西洋的背景更是隐含了中国历史命运兴衰的征兆。
能够运用历史的、辩证的眼光分析历史现象，从多个角度看待问题。
(2)过程与方法
通过探究、回顾人类文明的历程，认识文明发展是多种多样的。
学会运用历史规律和途径去联系、分析社会现状。
能通过多种途径收集和本课有关的资料，并整理、归纳有效的信息。
培养合作精神和探究意识。
(3)情感态度与价值观
在探究过程中，学会在世界文明进程的大背景下，关注中华文明的发展与中华民族的兴衰，培养民族自豪感和忧患意识。
(4)重点和难点
通过以上分析我确定本课的重点是：通过比较感悟郑和的爱国精神、科学创举精神和睦邻友好精神。在探究活动中，培养学生收集资料和比较分析的能力。
难点是：如何通过本课的学习，培养学生初步运用辩证的观点，正确对待分析历史人物和历史现象。
二、教法分析
本课采用师生互动教学方式，通过师生共同探究，引导学生得出结论，培养学生自主、合作、探究的学习方法，加深学生对本课的理解，增强学生的民族自豪感。
三、学法分析
1.学生以小组合作学习的形式为主，进行讨论和辩论。
2.收集相关材料、图片和影视资料等，训练学生掌握从多种资料中采集有效信息，分析和解决问题的方法。
为达到以上目的，我设计了如下的教学环节。
四、教学过程与方法
1.创设情境，导入新课。
播放郑和下西洋和哥伦布航海的视频导入新课。
2.问题引领，合作探究。
问题：“有人认为郑和比哥伦布伟大，有人认为哥伦布比郑和伟大”，你同意哪一种观点?
我将学生分成小组，以合作探究的形式来完成这个题目。学生根据收集到的资料归纳、整理，将郑和下西洋和哥伦布航海进行比较。本活动的目的不是让学生去记忆、扩充郑和下西洋和哥伦布航海的知识，主要是培养学生收集材料、比较分析的能力。
利用表格导入第二个问题，通过比较可以看出无论从航海规模、时间、范围、技术相比，哥伦布都是郑和的手下败将。但是，一说起世界航海史人们记得的却是哥伦布、麦哲伦，在国际上，郑和的知名度根本无法同他们相比，以至被人称为“水过无痕”。你同意这个观点吗?
本活动采用辩论的方式进行，我将学生按同意和不同意分成两大组进行辩论，选一名学生做主持人，两组学生分别将自己准备的资料加以整理，准备足够的证据，每组派三名代表阐述各组的观点，并由主持人最后陈述，教师也随时补充一些相关的资料。
设置本活动的目的是激发学生的探究欲望和学习兴趣，培养学生的合作精神、竞争意识、口头表达和收集、处理信息的能力。让学生学会用历史的辩证的眼光观察、评价历史问题。本题不需要有统一的答案，最后我陈述自己的观点，来小结这部分的内容，加强对学生的爱国主义教育和民族主义教育，以达到师生互动、合作学习的目的。
3.感悟历史，交流反馈。
郑和精神是这节课的重点、难点。我以情境分析的方式来解决这个问题，让学生通过活动来感悟、体会，提升自己的情感。
情境一
当1992年哥伦布发现新大陆五百周年时，联合国教科文组织欲把发现新大陆的日期作为全球的节日，但最终因受到拉丁美洲人们的坚决反对而作罢。
情境二
在郑和下西洋600周年之际，世界各地人们开展纪念郑和的活动。(展示图片，让各小组选取其中一个情境进行探讨。)
这个环节设计的目的是培养学生总结、概括的能力;能够运用历史唯物主义的观点看待历史事物和历史事件;对学生进行爱国主义教育和民族主义教育，增强民族自豪感和忧患意识，关注中华文明的发展和中华民族的兴衰。
4.主题升华，情感飞扬。
学生展示课前收集到的有关中国现代海军装备图和中国经济发展的图片。引导学生加强对现代海军建设取得成就的自豪感和对中国经济腾飞的喜悦，激发学生的爱国热情和报效祖国的决心。
五、教学反思
师生总结：通过这节课的学习你有哪些收获?在教师的总结中结束课程。我们不仅要缅怀郑和的爱国精神，还要为国家繁荣昌盛、为世界的和平事业作出自己的贡献。课后写一篇小论文，谈谈自己今后将如何为祖国的发展做出贡献。
结束语：本次探究课是通过教师的精导妙引和学生的观察、分析讨论、辩论等一系列教学环节进行的。师生各司其职，学生是主体，教师是学生学习的引导者、促进者。由此，体现了以人为本的新课程教学理念。