Reflections on Agricultural Teaching in Developed Ancient China

Developed ancient agriculture requires students to know the main production tools and farming methods of ancient agriculture in China and the basic characteristics of ancient agricultural economy in China. Below, I sorted out the teaching reflection of Developed Ancient Agriculture. Let's take a look at it together, hoping to help everyone who has closed down.

Reflections on the Teaching of Developed Ancient Agriculture 1 China's agriculture has a long history and a high degree of development, and it is in a leading position in the ancient world. Through the study of this course, students can fully grasp the development of ancient agriculture in China and correctly understand the historical position and influence of small-scale peasant economy, so as to better serve the reality and promote the development of agriculture in China.

Interpretation of teaching materials:

The curriculum standard of this course requires students to know the main production tools and farming methods of ancient agriculture in China and the basic characteristics of ancient agricultural economy in China. When studying, we should analyze the basic characteristics of ancient agricultural economy from the perspective of productivity. Agriculture was the most important production sector in the ancient world and an important part of China's ancient economic development. With the continuous improvement of production tools, intensive agricultural production has gradually taken shape, which has also promoted the miniaturization of production organizations, taking families as units? Men plow and women weave? Self-sufficient small-scale peasant economy was formed, which became the basis of ancient feudal society in China. Small-scale peasant economy has great vitality and has a far-reaching impact on China society. In the process of the formation and development of centralization, it adapts to the development level of productive forces and is beneficial to the development of social economy. However, with the development of social productive forces and commodity economy, it has become a factor hindering the development of production.

Method guide:

In order to master this lesson better, students are required to collect and sort out the relevant knowledge of ancient agriculture in China before class, and fully preview the textbook knowledge. Use a variety of teaching methods in class to stimulate students' enthusiasm for learning. Ask questions and set suspense through historical pictures and historical materials, and skillfully guide students to actively understand and explore history. Through the reappearance of the situation, let the students immerse themselves in the scene and walk into history. Encourage students to explore questions, analyze and compare at different levels, answer boldly and speak actively, so as to provide students with opportunities and platforms to show themselves.

Teaching material integration:

An important clue of this lesson is the improvement of productivity, and the improvement of production tools is an important symbol of productivity development.

With the continuous improvement of production tools, farming methods are constantly changing, from slash-and-burn to stone hoeing and then to Niu Geng. At this time, Niu Geng has become the main farming method, and intensive cultivation has also become the main production technology. Intensive cultivation is a generalization of Chinese traditional agricultural technology, which sprouted in Xia, Shang and Zhou Dynasties, the Warring States, Qin, Han, Wei, Jin, Southern and Northern Dynasties, the expansion of intensive cultivation in Sui, Tang, Song, Liao, Jin and Yuan Dynasties, and the in-depth development in Ming and Qing Dynasties. The use of iron farm tools and the popularization of Niu Geng are the basis for the development of intensive farming technology.

During the Shang and Zhou dynasties, due to low productivity and simple tools, laborers collectively cultivated; During the Spring and Autumn Period and the Warring States Period, iron farm tools appeared and gradually became popular, which made it possible for individual agricultural management with families as the unit, and gradually formed a small-scale peasant economy, in which collective farming was replaced by small-scale peasant economy, and male farming and female weaving were the main modes of production organization.

teaching process

Introduce a new course

First, show the students the video excerpts of "Husband and wife returning home" in Huangmei Opera "The Fairy Couple". What are the lyrics? (7) Birds in the tree are in pairs, and (Dong) Qingshan is laughing. (7) From then on, they were no longer enslaved, and both husband and wife returned home. (7) You plow and I weave, (Dong) I carry water and you water the flowers. (7) Although the cold kiln can be broken to avoid the wind and rain, (Dong) the love between husband and wife is both bitter and sweet. ? Ask the students, What is the life that the Seven Fairies and Yong Dong yearn for? What are the characteristics of this lifestyle? Enter the new lesson with questions.

Perceptual target

By integrating the teaching materials, perceiving the goal as a whole, and displaying by multimedia, students can master the key points of this lesson on the premise of mastering the basic knowledge, including 1, early agricultural production, intensive traditional agriculture, small-scale peasant economy and the characteristics of ancient agriculture in China.

Teach a new lesson

Early agricultural production

1, please look at the atlas "Formation of North-South Agricultural Economic Zones", so that students can understand that China's agricultural economy has formed two economic zones, rice in the south and millet in the north, and realize that one of the characteristics of China's ancient agricultural economy is mainly planting, supplemented by animal husbandry.

2. Explore historical sites, and show the relevant materials of Hemudu site, Banpo site and Maqiao cultural site, so that students can understand that the tools used at that time were stone axes, shovels, stone sickles, wooden barriers and bones, and analyze and summarize the farming methods in primitive society, Shang and Zhou dynasties.

Intensive traditional agriculture

1. According to the order of primitive society, Shang and Zhou Dynasties, Spring and Autumn Warring States, Han Dynasty, Wei, Jin, Southern and Northern Dynasties, Sui and Tang Dynasties, Song and Yuan Dynasties, Ming and Qing Dynasties, the basic situation of agricultural development in ancient China was explained from the aspects of production tools, farming methods, crop types and irrigation.

2. Show the basic tools of agricultural production in the Spring and Autumn Period, the Warring States Period, the Western Han Dynasty and the Tang and Song Dynasties, so that students can understand the changes of agricultural production tools in ancient China.

3. Through charts, let students understand the evolution mode of traditional Chinese agricultural farming methods, form the foundation of intensive farming technology, analyze the root causes of the development and progress of early agricultural production, make students understand the relationship between production tools and farming methods, and finally understand that China's ancient agriculture was in a leading position in the ancient world, thus enhancing students' patriotic consciousness.

1. Explain some problems about the small-scale peasant economy. Divide the students into four groups and let each group discuss a problem separately. Then each group has a representative to answer. The first group discusses the conditions for the formation of small-scale peasant economy, the second group discusses the characteristics of small-scale peasant economy, the third group discusses the favorable effects of small-scale peasant economy, and the fourth group discusses the unfavorable effects of small-scale peasant economy. Through group discussion, cultivate students' ability of independent inquiry and cooperation and communication.

2. Display materials

Read the following materials

Material 1:? Today, Wu Huo and Fan Jie (Hercules) lead the ox tail from behind. Whoever doesn't follow the tail will follow it. Josan refers to the nose, then the five-foot lad leads the world, so go with it. ?

Material 2:? In Gu Feng County of Xuzhou, there is a village called Zhu Chen. Going to the county seat for more than one hundred miles, Sang Ma Qing was full of atmosphere. The shuttle creaked and the cow and donkey walked away. Women draw water from streams, while men collect wages from mountains. The county is far from the official, the mountains are deep and the people are vulgar. You can't do business if you have money, and you can't join the army if you have a job. Every household is guarding the business in the village, and its head is too white to go out. ?

Material 3: spring ploughing and summer harvesting, autumn harvesting and winter storage, firewood cutting, political administration and taxation. There is no dust in spring, no heat in summer, no rain in autumn and no cold and freezing in winter. Between four o'clock, I had a rest on the day I died. I was sent to greet him privately and ask questions about my death and raising orphans and children in it. That's how hard it is, but it's still plagued by floods and droughts, and it's urgent and fierce, and it's harvested from time to time. The Western Han Dynasty made a mistake in Lun Gui Shu.

Please answer:

(1) What production process does material I represent?

(2) What kind of production mode does material II reflect? What are its characteristics?

(3) Material 3 reflects the production and living conditions of small farmers and summarizes the views of this material.

(4) According to the above materials and knowledge, what conditions were needed for the development of ancient agriculture in China?

Students discuss and answer, and then show the answer: (1) Niu Geng Science and Technology. (2) Mode of production:? Men plow and women weave? Small peasant economy. Features: ① Family is the production and living unit. ② Combination of agriculture and cottage industry. ③ Self-sufficient natural economy.

(3) Key points: farmers have been living in poverty for years; The burden of servitude is heavy: farmers have small production scale and limited means of production; Poor ability to resist natural disasters; Production and living conditions are difficult.

(4) The conditions required for the development of ancient agriculture: ① the continuous improvement of production tools, the continuous progress of production technology and the construction of water conservancy. The government should reduce the exploitation of farmers. ③ Superior natural environment. ④ A stable social environment.

(D) Summarize the basic characteristics of ancient agricultural economy in China.

From the aspects of historical position, production structure, basic characteristics and basic mode, this paper discusses the characteristics of ancient agricultural economy in China in groups, and then shows them.

1. Historical position: China is one of the world agricultural origin centers with independent development and its own system.

2. Production structure: the combination of planting and animal husbandry, with planting as the mainstay and animal husbandry as the supplement.

3. Intensive management in agricultural production.

4. Basic mode: small-scale peasant economy with one household.

Knowledge expansion:

Nowadays, the rural population in China is expanding, and the living conditions of farmers need to be improved urgently. How to deal with it? The problems of agriculture, countryside and farmers are important issues for the harmonious and healthy development of China society. Review the development process of ancient agriculture in China, and talk about your views and suggestions based on the current situation of agricultural development.

Display: 1. According to local conditions, give full play to local characteristics and advantages II. Intensive cultivation combined with modern science; 3. Protect the ecological environment and adhere to sustainable development; The government attaches great importance to improving water conservancy facilities.

Course summary:

China has a long history of agriculture and occupies a leading position among many ancient civilizations in the world. Under favorable natural conditions, due to the continuous improvement of production tools and the construction of water conservancy projects, the farming civilization in China has been developed. During the Spring and Autumn Period and the Warring States Period, the intensive agricultural production mode with the family as the production unit was formed. Men plow and women weave? Small-scale peasant economy has also become the main basic model of ancient China society. Taking history as a mirror, understanding the development laws and characteristics of ancient agriculture in China is helpful to promote the development of modern agriculture in China.

Teaching reflection:

This lesson starts with the drama that students are familiar with, and turns the abstract into concrete, which is convenient to stimulate students' interest and make them easy to accept. In teaching, combining with the teaching objectives and focusing on four questions, it is beneficial to form the main line of students' thinking. On the basis of making full use of teaching materials, vivid historical pictures and materials are integrated into teaching, which is convenient for students to establish knowledge structure. Break through the traditional teaching mode and use various teaching methods to arouse students' enthusiasm. This course attempts to activate history textbooks through various channels, so that students can get happiness in learning, pursue knowledge in happiness, improve their cognitive level in mastering historical knowledge and promote social development.

Reflection on the Teaching of Developed Ancient Agriculture 2 This course is the first lesson of the compulsory textbook 2, so we should consider the overall situation in the process of designing teaching plans and learning plans. First, let the students look at the catalogue, grasp the overall situation of the book, and strive to sort out the clues, grasp the ideas and grasp the macro. In this way, three economic development periods of the catalogue part have been formed: ancient, modern and modern; Two regions: China and the world. Law of development: the ancient economy was dominated by agriculture, and the modern economy developed from agricultural civilization to industrial civilization; Secondly, guide students to read the preface of Unit 1, and let them know that the main sectors of ancient economic development are agriculture, handicrafts and commerce. The position and characteristics of agriculture in ancient economy; The relationship between agriculture, handicrafts and commerce. Ancient economic policy and its influence.

There are many students who are not clear about the historical dynasties, and need the teacher to present the development clues of ancient China again:

Before 2 1 century BC: primitive society

Slave society from about 2070 BC to 476 BC: Xia, Shang, Western Zhou, Spring and Autumn.

Feudal society in 475- 1840 BC;

Warring States, Qin and Han Dynasties: the initial formation of feudal society;

Authoritarian centralization was established and a unified multi-ethnic country was formed.

During the Three Kingdoms, the Jin Dynasty and the Southern and Northern Dynasties, the division of feudal countries and ethnic integration reached a climax.

Sui and Tang dynasties: the prosperity of feudal society (politics, economy, culture, nationality, diplomacy)

Song and Yuan Dynasties: The feudal economy continued to develop, and ethnic integration was further strengthened.

Ming and Qing Dynasties: the further development of a unified multi-ethnic country and the decline of feudal society.

In this way, students can understand the relationship between economic development and politics: productive forces determine production relations, thus grasping the clues of economic development in various historical development periods. Let students read before class, do a good preview, and then attend class, the effect will be much better.