(1) The living era and discovery site of Yuanmou Man and Peking Man; (2) Basic characteristics and living conditions of Peking Man; (3) Techniques mastered by the people of the Dingcun site. 2. Ability cultivation: (1) Through reading "The Distribution Map of Major Sites of Primitive Humans in China", initially cultivate students' map-reading ability; (2) Through understanding "The Use of Peking Man's Production Tools", cultivate students' map-reading ability. 3. Process and Method: Observation method, comparative method. 4. Emotional Attitude and Values: (1) Through this lesson, deepen the love for our great and arduous motherland; (2) Through preliminary understanding of archaeological knowledge, cultivate a scientific spirit. 5. Teaching methods: Multimedia teaching.
Part Two: Teaching Process
Introduction to the New Lesson
Since the 1920s, numerous primitive human sites have been discovered on our homeland, which fully proves that our country is one of the birthplaces of humanity. Do you want to know which primitive human sites we have discovered? Do you want to know how ancient humans lived? Let us enter the study of this lesson together.
Teaching the New Lesson
Show "The Distribution Map of Major Sites of Primitive Humans in China".
Question: Carefully observe this map, what features do you find about the distribution of primitive human sites?
Why are there such features?
Where are the primitive humans of China mainly concentrated?
Cultivate students' map-reading ability.
Students draw the conclusion: In the past, we always regarded the Yellow River as our mother river and believed it was the birthplace of our Chinese nation. With the discovery of a large number of sites, it can be seen that the Yellow River and Yangtze River jointly nurtured Chinese civilization.
The three places of Peking Man, Dingcun people, and Yuanmou Man flash on the map. Question: Which human sites are we going to learn about in this lesson?
(1) Yuanmou Man (the earliest human in China)
1. Living Era ()
2. Discovery Site ()
Teacher: Please read the textbook and fill in the content in the brackets.
Guidance: Continue reading the text and see what was found at the site?
These two points can cultivate students' reading ability.
Show "Yuanmou Man Tooth Fossil Picture"
Guess, whose teeth are these, one person or two people? Male or female?
The design of these two questions aims to stimulate students' interest.
Question: Can we determine that this is a primitive human site based solely on two tooth fossils?
Summary: The discovery of Yuanmou Man opened a new chapter in the history of humanity in our homeland. For more than half a century, many places in our country have discovered relics of ancient humans, among which Peking Man is world-famous.
(2) Peking Man
1. Living Era ()
Discovery Site ()
Teacher: Read the text and fill in the content in the brackets.
2. Overview:
Show "Longgu Mountain Panorama Picture", while one student reads aloud the introduction about the overview of Peking Man in the small characters.
3. Characteristics:
(1) Physical Features:
Show pictures of ancient apes, Peking Man, and modern humans.
Question: Carefully observe the pictures and say what differences are there between Peking Man and modern humans?
Students draw the conclusion: Peking Man still retains some physical features of ancient apes.
Cultivate students' observation ability and teach students to use the comparative method to learn history.
Guidance: Continue reading the text and answer: ① Is the development of Peking Man's upper limbs, lower limbs, and brain synchronized? ② What develops the fastest? Why?
Students draw the conclusion: Labor played an important role in the evolution from ape to man.
Teacher: Labor cannot be separated from tools, let's take a look at Peking Man's production tools.
(2) Production Tools:
Show pictures of chopping tools, scrapers, and pointed tools.
Question: Carefully observe the pictures, use your imagination, and say what these stone tools are used for?
How were they made?
Summary: The era of using chipped stone tools is the Old Stone Age.
Cultivate students' rich historical imagination.
Question: Do animals make and use tools?
Students draw the conclusion: The most fundamental difference between humans and animals is the ability to make and use tools.
Small Discussion: ① What methods did we learn about history last class? (Physical materials, written materials) ② When learning about Peking Man's production tools, which method did we use? (Physical materials) Why? (No writing had been produced yet)
Summary: In the absence of writing, observing physical objects and making reasonable imaginations is an important method for studying history. But imagination must be reasonable, based on the historical conditions at the time.
Let students understand the methods of studying history.
(3) Use of Natural Fire:
Show "Small Information": ① Pictures of burnt stones unearthed at the Peking Man site; ② Brief introduction to Peking Man's fire-use relics.
Question: ① Through reading the information, what technology can you infer Peking Man mastered (use of fire)? ② How did they obtain fire (prove it was natural fire)? How did they preserve it? ③ What role does the use of fire play in human survival and evolution?
(4) Group Living:
Show "Peking Man Group Living Picture".
Question: ① How did Peking Man live? ② Why did they live like this?
Summary: This is the most primitive form of human social organization.
(3) Dingcun People
Show "Reconstructed Head Image of Peking Man" and "Reconstructed Head Image of Dingcun People"
Guide students to compare and draw conclusions: Dingcun people were more advanced ancient humans. Humans continuously evolved from low-level to high-level over a long period of time.
Show pictures of bone needles and ornaments made by Dingcun people.
Question: This shows what techniques Dingcun people mastered? (Drilling and grinding techniques)
Small Discussion:
Show "Nüwa Creates Humans" and "God Creates Humans".
Teacher: There are various theories about the origin of humans, such as Nüwa creating humans in China and God creating humans in the West. So, through this lesson, what created humans?
Homework
Write a short article imagining a day in the life of Peking Man.
"The Ancient Humans on the Chinese Land" Teaching Design [Daqing No. 55 Middle School, Heilongjiang Province, Zhou Chunying]
One, Curriculum Standards
Take Yuanmou Man and Peking Man as examples to understand the cultural remains of primitive humans within China.
Two, Curriculum Goals
Knowledge and Ability:
1. Through reading "The Distribution Map of Major Sites of Primitive Humans in China", initially master the basic skills of identifying historical maps. Initially understand, recognize historical archaeology, historical maps, artifact illustrations, ancient historical data, and other different knowledge areas.
2. Understand the evolutionary process of ancient humans from low-level to high-level.
3. Through imagining a day in the life of Peking Man, cultivate rich historical imagination.
Process and Methods:
1. Students can analyze and reason through observing textbook materials and teacher-provided archaeological images, boldly imagine, actively explore problems under teacher guidance, and learn to use observation, reading, etc., to understand relevant historical knowledge.
2. Through student exploration of teacher-designed targeted and inspiring questions, cultivate students' learning interest and good knowledge-seeking habits, develop their thinking ability and innovation awareness.
Emotional Attitude and Values:
1. Through this lesson, know that China is currently the country with the most discovered primitive human sites in the world, understand that the history of the Chinese nation is long-standing, and stimulate love for our great and arduous motherland.
2. Students, through understanding archaeological knowledge, form a scientific spirit.
Key Points of This Lesson:
Cultivate students' interest in learning history and rich historical imagination.
Difficult Points of This Lesson:
1. Students initially encounter historical maps, archaeological knowledge, ancient historical data, etc., in the historical field, which need gradual understanding.
2. Human society evolves from low-level to high-level, labor plays an important role in the evolution from ape to man, which is relatively abstract and requires gradual guidance for students to understand.
Teaching Methods:
Multimedia-assisted teaching.
Three, Teaching Process
Introduction to the New Lesson:
Classmates usually enjoy listening to stories, especially those strange mythological stories, which attract some classmates. Then, are there any classmates who know how humans were actually produced? There are many stories about the origin of humans in myths and legends from China and abroad, all of which are very interesting. Which classmate can tell everyone one? (Student tells a mythological legend)
All the classmates told well. However, these are all mythological legends, meaning they have no scientific basis. Then, how were humans actually produced? Where did the earliest humans in our country live? How did ancient humans work and live? How did they continuously develop and progress in adapting and transforming the natural environment in practice? This is the content we will discuss together in this class.
Lecture on the New Lesson
(1) Yuanmou Man
Classmates usually enjoy guessing riddles. Today in this class, we will guess a few riddles. We will divide into groups, and see which group guesses both quickly and reasonably.
In 1965 on Labor Day, archaeologists in Yuanmou County, Yunnan Province, discovered two teeth (teacher displays the picture of Yuanmou Man's teeth fossils on the large screen), of course, according to these two teeth alone, it is impossible to determine if they belong to humans. Later, in the same stratum, stone tools and charcoal fragments were also discovered. Now, the materials provided by the teacher are the riddle clues. Below, groups exchange opinions and guess whether these remains belong to animals or humans, and state your reasons? (Students exchange opinions in groups, and under teacher guidance, draw conclusions)
The conclusions drawn by the classmates are the same as those drawn by archaeologists. These fossils are indeed remnants of ancient humans. After being measured by archaeologists, Yuanmou Man's living era dates back approximately 1.7 million years, making them the earliest known humans in our country. However, Yuanmou Man left us with too little information for research. Are there sites that can provide us with a large amount of information?
(2) Peking Man
After Yuanmou Man, many ancient humans lived within our country's borders. According to research, our country is currently the country with the most discovered ancient human sites in the world. Below, everyone look at the "Main Sites of Primitive Humans in China Distribution Map" on page 2 of the book, carefully observe what features the distribution of primitive human sites has? (Students read the map) Among them, there is an important ancient human site in the Yellow River Basin, which is Peking Man.
In the late 1920s, in the caves of Longgu Mountain in Zhoukoudian, Beijing, archaeologists first discovered human skull fossils. In subsequent archaeological excavations, more than 200 fossils of over 40 individuals, more than 100,000 stone tools and shards, and a large amount of ash were unearthed. According to measurements by archaeologists, these fossils belong to ancient human remains dating back approximately 700,000 to 200,000 years. Since these people were discovered in the Beijing area, archaeologists named them Peking Man. Below, let's become archaeologists again and guess the mysteries left behind by Peking Man.
First, we restore these skulls, this is the restored head image of Peking Man (teacher displays the restored head image of Peking Man on the large screen). Classmates carefully observe this head image and compare it with the appearance of your deskmate, what differences do you see? (Students exchange observations and comparisons of differences between Peking Man and modern humans in groups) According to the observation of unearthed Peking Man skeletal fossils, Peking Man was already able to walk upright. Their physical form partly resembled humans and partly resembled apes. Classmates carefully observe, can you discover the differences between Peking Man's skeleton and those of apes and modern humans? (Under the guidance and prompts of the teacher, students will discover through observation that their upper arm bones already possess all the characteristics of modern humans, the shape, size, and proportion of their thigh bones differ from those of apes, but still differ slightly from modern humans) Then now the second riddle clue is here, Peking Man's upper limbs basically possess the characteristics of modern humans, while their lower limbs developed slowly, why is that? (Students exchange opinions in groups and under teacher guidance draw the conclusion: labor played an important role in the evolution from ape to man)
Since labor is one of the main contents of Peking Man's life, then did they have labor tools? More than 100,000 stone tools and shards were unearthed at the Peking Man site, below everyone look at the picture, (teacher displays the picture of stone tools used by Peking Man on the large screen) these are the stone tools used by Peking Man, please classmates carefully observe, what differences do these stone tools have compared to natural stones? (Students analyze and answer, drawing the conclusion that there are obvious traces of processing) Can you imagine how Peking Man made tools? (Students freely answer) If you were Peking Man, what would you use them for? (Students freely answer)
The characteristics possessed by Peking Man are not possessed by animals, meaning that in the process of making tools and using tools, Peking Man went through careful thought. So, we say, while Peking Man's body evolved, what else evolved? (Students freely answer) According to research, Peking Man's brain capacity is more than twice that of apes, slightly smaller than that of modern humans, so we say, making and using tools is a major progress achieved by humans in the evolutionary process.
Moreover, at the Peking Man site, archaeologists also discovered piles of ashes and burnt animal bones, (display burnt bone pictures) what does this indicate? (Group discussion, free response)
Correct. Peking Man had already learned to use fire. Then, how did Peking Man obtain fire? (Students imagine and freely speak) In the caves where Peking Man lived, fire-use relics were very concentrated, and the ash accumulated quite thickly, with the thickest layer reaching 6 meters. This is precisely our third riddle: classmates guess why the ash pile is so thick? (Students respond, under teacher guidance draw the conclusion that Peking Man used natural fire)
Since Peking Man used natural fire, meaning they could not artificially produce fire, then how did they preserve the fire? This issue we will not discuss in class, classmates can fully exercise your imagination after class, or consult reference books to understand how Peking Man preserved fire. Then write it down and post it on the history message board.
How did Peking Man live? Was it like today, each household living separately? Below, classmates read the materials to understand the living conditions of Peking Man. (Students read the materials distributed by the teacher to understand the communal living of Peking Man)
(3) Dingcun People
Just now when we read the "Main Sites of Primitive Humans in China Distribution Map", careful classmates may have already noticed that below the Peking Man site, there are three words "Dingcun People". What is the reason for this? Originally, about 18,000 years ago, in the area where Peking Man lived, another type of primitive human lived, they were the Dingcun People. Below, classmates read the regular script text on page 4 and carefully observe the pictures on the large screen, compare the progress made by Dingcun People compared to Peking Man in terms of life and production technology? (Teacher displays pictures related to Dingcun People on the large screen, students read the text and draw conclusions, freely summarize and speak)
As classmates said, whether in appearance or labor skills, Dingcun People have made remarkable progress, they are already indistinguishable from modern humans. This indicates that ancient humans were constantly developing and progressing. Then, what progress did humans make after the Dingcun People? This is the content we will discuss in the next class.
Summary of This Lesson:
Classmates, our country is currently the country with the most discovered primitive human sites in the world, in this class, we discussed the continuous evolution of ancient humans using Yuanmou Man and Peking Man as examples. Through this class, the teacher found that classmates are really smart, with rich imaginations, so many puzzles have answers in your minds. History is actually like this, as long as you are careful, as long as you participate, you will have gains and surprises. Today, it is just the beginning, the best is yet to come!
Activity Assignment:
The teacher is now very happy because with classmates' rich imagination and meticulous observation, you can definitely help solve a problem that has puzzled me for a long time: What did Peking Man do in a day? Given their harsh living conditions, how did they spend a long day? Please write down or draw what you imagine based on what you learned today, put it in your growth portfolio, as a testament to your growth.
[Teaching Objectives]
Knowledge and Ability
Through reading "The Distribution Map of Major Sites of Primitive Humans in China", initially master the basic skills of identifying historical maps. Preliminarily understand basic common knowledge about archaeology, historical maps, artifact illustrations, ancient historical data, etc. Understand the evolutionary process of ancient humans from low-level to high-level. Through imagining a day in the life of Peking Man, cultivate rich historical imagination.
Process and Methods
Students can analyze and reason through textbook materials and teacher-provided archaeological materials, boldly imagine, and actively explore answers to questions. And learn to use observation, reading, etc., to investigate relevant issues. Teachers guide with启发-style teaching.
Emotional Attitude and Values
Through this lesson, know that our country is currently the country with the most discovered primitive human sites in the world, the Chinese nation has a long history, thereby enhancing national pride. Through preliminary understanding of archaeological knowledge, cultivate a scientific spirit.
[Teaching Focus] Yuanmou Man, Peking Man
[Teaching Difficulties]
Students initially encounter historical maps, archaeological knowledge, ancient historical data, etc., which need gradual understanding; the gradual evolution of human society from low-level to high-level, and the important role labor played in the evolution from ape to man, are relatively abstract and require gradual guidance for understanding.
[Teaching Process]
Introduction: African Origin Theory
Teacher Activity: Some Europeans once believed that Asians did not have their own native ancestors but were descendants of African ancient apes, and used this as an excuse to invade Asia. Is this true? In fact, as the first Asian country, China, had already discovered human footprints 1.7 million years ago. Today, we will explore the ancient humans of our homeland.
1 Yuanmou Man (from teeth Yuanmou Man)
Slide: Yuanmou Man's Teeth
Introduce the concept of Yuanmou Man, emphasizing that Yuanmou Man is the earliest known human in China (1.7 million years ago).
Transitional Question: Were Yuanmou Man the only ancient humans living in China tens or even millions of years ago?
Map: Main Sites of Primitive Humans in China Distribution Map
Guide students to observe the map: Count how many main primitive human sites are there in our country?
From the map, it can be intuitively observed that there are many ancient human sites within our country's borders, our country is currently the country with the most discovered primitive human sites in the world (concept of diversification).
Question: From the map, what kind of living environment did these primitive humans choose? Why?
Teacher Summary: Concentrated in major river basins (Yellow River, Yangtze River, Pearl River, can point out that the Yellow River is our mother river) fertile land areas.
Transitional Question: In ancient times, there was neither developed transportation nor delicious food, and even no modern entertainment facilities, then how did they spend a day? Below, we choose the most representative ancient humans to see their living situation.
Introduce the concept of Peking Man.
2 Peking Man (time, location)
① Physiognomic Characteristics: Look at the picture "Restored Head Image of Peking Man", students answer. (Characteristics of apes)
Question: Judging from external characteristics, Peking Man seems more like an ape, but why is he called a human? (Student discussion)
② Upright Walking (Human Characteristics)
Question: Why walk upright? (Environmental change, freeing hands for labor, development of hands, lower limbs, and brain)
Question: Is the development of hands, lower limbs, and brain synchronized? What plays a decisive role in this process? (Emphasize the decisive role of labor)
③ Use and Manufacture of Tools (Human Characteristics)
Question: What natural tools did nature provide to primitive humans?
Question: One day, more than ten Peking Men surrounded a deer. Please ask, from obtaining this deer to eating it, what special tools would they need?
But some tools are not available in nature, what to do? (Manufacture: Chipped)
④ Use of Fire (Natural Fire) (Human Characteristics)
Question: How do you know they knew how to use fire?
Do you know the source of the fire?
What conveniences did fire provide them? How did they know to eat cooked food (can imagine specific scenarios)? What advantages does cooked food have compared to raw food?
Since fire is so important to them, how did they preserve this precious fire?
Transitional Question: Peking Man used simple and rough tools but faced a harsh environment and had to fight fierce beasts. How could they enhance their ability to survive? Could they live individually?
⑤ Lifestyle: Group Living
Transitional Question: Different genders and ages living together, would their labor division be the same? What division would be the most reasonable and best utilize collective strength?
Scenario Setting:
Please act as the leader of the Peking Men, ① give specific labor divisions to your members
② Allocate food in a special case where food is very abundant
③ But most cases, food is insufficient. For example, today unfortunately, the hunting party came back empty-handed, and only the foraging party brought back a small amount of wild fruit. Please reasonably allocate this limited food.
Student Activity: Group Discussion
Prompt: Labor Division Food Allocation
Adult Males
Adult Females
Elderly
Children
[Assign Homework] 1. Based on the learned content, imagine a day in the life of a primitive human (from sunrise to sunset)
2. Self-study the part about "Dingcun People".
Self-study Prompt: ① Why are they called Dingcun People? (Discovery Location)
② Compare the restored head images of Dingcun People and Peking Man
③ What improvements are there in the labor tools of Dingcun People? (Bone tools, polished stone tools, drilling technology) How did they learn artificial fire-making? (Friction generates heat, derived from life experience)
④ Dingcun People wore ornaments, what does this indicate? (Primitive pursuit of beauty)
⑤ Compared to Peking People, whose living era is closer to the present? Who is more human? What inspiration do you get from this? (From low-level to high-level evolution)
Lesson Plan Review:
This lesson plan adopts the teacher-inspired teaching model.
In teaching, the teacher makes full use of multimedia teaching segments, creating a good historical context for students. Providing sensory material for students to fully experience the living conditions of primitive humans.
On the other hand, the teacher focuses on the production and life of Peking Man and the development of their bodies, through students' reasonable imagination, understanding the basic characteristics of primitive humans. Producing a deep understanding of the living conditions of early primitive humans.
Selected Exercises One, Fill-in-the-blank Questions
1. Peking Man lived more than ______ years ago, they retained some characteristics of ______.
2. About one or two ten thousand years ago, the Dingcun People lived in the cave on ______ Mountain in Zhoukoudian, Beijing. They formed relatively fixed groups based on ______ relationships, entering the ______ stage, they knew how to make ______ and other bone tools, and already understood ______ fire-making.
Two, Multiple-choice Questions
1. The earliest known human in our country is ( )
A. Peking Man B. Lantian Man C. Yuanmou Man D. Dingc