"Conflicts between Princes and Reform Movement" PPT courseware from the origin of Chinese civilization to the establishment and consolidation of the unified feudal state of Qin and Han Dynasties

Description

"Conflicts between Princes and Reform Movement" PPT courseware from the origin of Chinese civilization to the establishment and consolidation of the unified feudal state of Qin and Han Dynasties

Part One: Learning Objectives

1. Understand the economic development and political changes during the Spring and Autumn Period and the Warring States Period, and understand the inevitability of the Reform Movement during the Warring States Period.

2. Understand the situation and significance of "a hundred schools of thought contend".

PPT on disputes between princes and the reform movement, part 2: classroom introduction

Ask students to observe the "Chart of the Situation of Nations in the Spring and Autumn Period" and "The Chart of the Situation of the Warring States Period" and recall the historical facts of the disputes between princes during the Spring and Autumn Period and the Warring States Period in conjunction with the knowledge learned in junior high school. So, what was the historical background of the disputes between princes during the Spring and Autumn Period and the Warring States Period? What were the manifestations of economic and cultural changes at that time? These are the topics we will explore in this lesson.

Self-learning

The background of the disputes in the Spring and Autumn Period and the Warring States Period

1. The emergence of iron plows and oxen farming, the development of productivity.

2. The well-field system gradually disintegrated

3. The feudal system and patriarchal system gradually collapsed, and the ritual and music system was destroyed.

PPT on the disputes between princes and the reform movement, the third part: teaching new lessons

Disputes among nations and China’s identity

problem situation

After the Zhou emperor lost his status as "co-ruler of the world", the feudal princes started to fight. Please read the textbook and answer the question: What are the two stages of the Eastern Zhou Dynasty? Point out which vassal states the "Five Hegemons of the Spring and Autumn Period" and the "Seven Heroes of the Warring States Period" refer to?

Self-learning

The Eastern Zhou Dynasty is divided into two stages: the Spring and Autumn Period and the Warring States Period.

During the Spring and Autumn Period, Qi in the east, Jin in the north, Chu in the south, Wu and Yue in the lower reaches of the Yangtze River successively established hegemonies, collectively known as the "Five Hegemons of the Spring and Autumn Period".

During the Warring States Period, after long-term disputes, seven great kingdoms were formed: Qi, Chu, Yan, Han, Zhao, Wei, and Qin, known in history as the "Seven Heroes of the Warring States Period."

Teacher-student interaction

Political aspect: The traditional political order of the Zhou Dynasty was completely destroyed, the feudal system collapsed, and the patriarchal system was destroyed; slavery collapsed, the feudal system gradually formed, and the country gradually moved from decentralization to unified centralization.

Ethnic aspects: Through frequent exchanges and close contact, neighboring ethnic groups have also developed Chinese identity.

Same concept. The Huaxia tribe absorbed a large amount of fresh blood and became a more stable and widely distributed ethnic group.

Economic Development and Reform Movement

problem situation

Read the textbook content and point out what are the manifestations of social and economic development during the Spring and Autumn Period and the Warring States Period?

Self-learning

Agriculture: Iron farm tools were widely used, and ox farming was also promoted. Various countries have built water conservancy and irrigation projects, such as Dujiangyan and Zhengguo Canal, which have greatly improved agricultural productivity. During the Spring and Autumn Period, the small-scale peasant economy came into being, with the family as the unit, "men farmed and women weaved" and were self-sufficient.

Industry and commerce: During the Warring States Period, the division of labor in the handicraft industry became more detailed, money circulated widely, and a number of central cities with large populations and merchants emerged in various places. Many private industrial and commercial owners have amassed a large amount of money, and some are richer than princes.

In conclusion

The use of iron tools for oxen farming during the Spring and Autumn Period and the Warring States Period promoted changes in production relations, reformed the tax system, and gradually established a small-scale peasant economy based on individual economy.

Self-learning

Background purpose: During the Warring States Period, annexation wars became increasingly fierce. In order to enrich the country and strengthen its military, various countries worked hard to improve their governance efficiency. The reform movement became a trend during the Warring States Period.

Result: Through reforms, various countries successively established monarchy, autocratic centralized county bureaucracy that represented the interests of the feudal landlord class.

collaborative inquiry

Content: Emphasis on agriculture and suppression of business, reward farming and weaving; reward military merit, deprive and restrict the privileges of nobles; force large families to be broken up into individual small families, promote the development of private ownership of land; implement the practice of sitting together among the people, picketing and reporting each other; generally implemented in administrative management In the county system, the main officials of the county are appointed and dismissed by the monarch.

Impact: The reform measures are deeply rooted in the hearts of the people. Shang Yang's reform conformed to the historical trend and combined the strengths of reforms in other countries. It was the longest-lasting, most extensive, and most thorough reform in the Warring States Period. The reform made Qin rich and powerful, laying the foundation for Qin to unify China.

Confucius and Laozi

collaborative inquiry

The core concept of Confucius' thought is "benevolence", which means caring for others, and further advocates that rulers should comply with the people's hearts, cherish the people's strength, implement "benevolent government", and govern the country through moral inspiration by setting an example. Confucius was dissatisfied with the reality and advocated the restoration of the strict hierarchical ritual and music system of the Western Zhou Dynasty, but he also admitted that the system should be improved as the times changed.

Confucius made remarkable achievements in education. He ran schools with the idea of ​​"education without distinction", which broke the past monopoly of cultural education by the aristocratic class and promoted the development of private schools.

It is said that in his later years, Confucius compiled documents such as "Poems", "Books", "Li", "Yi", "Yue" and "Spring and Autumn", which later became Confucian classics.

Laozi is the founder of the Taoist school. His surname is Li, his given name is Er, and his courtesy name is Dan. He was a native of Chu in the late Spring and Autumn Period. He attributed the origin of all things in the world to the abstract "Tao". His thoughts contain simple dialectics, revealing that things exist in contradictions of interdependence, mutual transformation, and unity of opposites; he believes that extreme things must be reversed, and softness can overcome hardness.

Laozi was also dissatisfied with the reality politically, opposed the constraints of the system, advocated letting nature take its course, and governing by doing nothing, even going back to the era of small countries and few people. These views are found in the book Laozi.

Social Change and Contention of a Hundred Schools of Thought

Teacher-student interaction

Economy: The development of social economy has prompted new changes in class relations.

Class: The old aristocratic hierarchy began to collapse, and a new class of taxis emerged. The scholars put forward their own political and social propositions and requirements based on the interests of the class groups they represented.

Culture: During the Warring States Period, the tradition of studying in the government was broken, and cultural knowledge became popular among the people.

Ruler's policy: out of competition, rulers of various countries compete to recruit talents. Scholars traveled around the world and were highly valued.

Self-learning

Confucianism: The representatives of Confucianism during the Warring States Period were Mencius and Xunzi. Their theories developed and supplemented Confucius' thoughts from different angles, providing a theoretical basis for the emerging feudal landlord class.

Taoism: The representative of Taoism is Zhuangzi, whose thoughts are more negative and conservative than Laozi.

Mohist: The Mohist represents the interests of the lower class civilians.

Legalism: Legalism adapts to the social trend of autocratic centralization and advocates the rule of law and monarchy, which reflects the political thought of centralized monarchy.

Famous person: Study logic.

Military Strategist: Explore military theory.

Yin Yang Jia: Trying to explain the laws of movement and change of things.

PPT on the disputes between princes and the reform movement, the fourth part: Group discussion: Why do "all the schools of thought" argue and refute? Are there any profound social reasons?

The Spring and Autumn Period and the Warring States Period were a period of great social change. The slave society gradually collapsed and the feudal society was gradually established. Shown as:

(1) Economically, productivity develops and the well-field system collapses;

(2) Politically, the Zhou royal family was in decline, princes were in dispute, and various countries were trying to reform to become stronger;

(3) In terms of class relations, the rise of the emerging landlord class;

(4) Culturally, private schools are on the rise.

Keywords: free download of PPT courseware for the first volume of the unified version of the Outline of Chinese and Foreign History, PPT download of feudal disputes and reform movements, PPT download of the origin of Chinese civilization to the establishment and consolidation of the unified feudal state of Qin and Han Dynasties, .PPT format;

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"Conflicts between Princes and the Reform Movement" PPT free courseware:

"Conflicts between Princes and the Reform Movement" From the Origin of Chinese Civilization to the Establishment and Consolidation of the Unified Feudal States of Qin and Han Dynasties PPT Free Courseware Part One Contents: Course Standard Requirements 1. Know the historical stages of the Eastern Zhou Dynasty and the wars between princes, economic development, and reform movements during the Spring and Autumn Period and the Warring States Period, various..

"Conflicts between Princes and the Reform Movement" PPT teaching courseware:

"Conflicts between Princes and the Reform Movement" PPT teaching courseware from the origin of Chinese civilization to the establishment and consolidation of the unified feudal state of Qin and Han Dynasties Part 1: Introduction of new knowledge In an era of two stones, one was polished and polished. Matriarchal societies use fire, while patrilineal societies grow vegetables. ..

"Conflicts between Princes and the Reform Movement" PPT courseware download:

"Conflicts between Princes and Reform Movements" From the Origin of Chinese Civilization to the Establishment and Consolidation of the Unified Feudal States of Qin and Han Dynasties PPT Courseware Download Part One Content: Conceptual Analysis Eastern Zhou Dynasty Eastern Zhou Dynasty (770 BC - 256 BC), dynasties in Chinese history , after the fall of the Western Zhou Dynasty, various...

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Update Time: 2024-09-07

This template belongs to History courseware The first volume of the unified edition of Chinese and foreign history compendium industry PPT template

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