Of course, in addition to the Arctic, the same is true in the Antarctic. Extreme high temperatures have also occurred, causing the corpses of " ancient creatures " to be released, and the permafrost has also melted. According to the latest scientific report, ancient creatures that are at least 10,000 years old (10,000 years old) have recently been discovered in the Arctic, which has aroused heated discussions.

What are the ancient creatures that are at least 10,000 years old?

This is a relatively common corpse of ancient creatures found in the Arctic Circle. It is said to be common because this is not the first time it has been discovered. The area discovered this time is located in the Yamal Peninsula in the Arctic Circle. Scientists Part of a woolly mammoth's skull, several ribs and forelimb bones, some with soft tissue attached, were recovered. Relatively speaking, ancient creatures that are at least 10,000 years old are reappearing in the Arctic! What problem does it illustrate? , the mammoth carcass is much better than previous creatures, because there are still soft tissues, so it may be helpful to study the resurrection of mammoths.

Indeed, after the discovery, researchers are also preparing to conduct investigations to see if they can help the resurrection of the mammoth. Of course, this can be considered a relatively "young" mammoth, otherwise the structure would not be well preserved. This is the unfortunate discovery of the entire mammoth.

In recent years, we have also seen the continuous release of corpses of " ancient creatures " in the Arctic. For example, the corpse of a 46,000-year-old female horned lark was discovered this year. This shows that these ancient creatures are on a large scale. appearing.

What does the appearance of corpses of ancient creatures indicate? How terrible is melting permafrost?

From a simple level, as we briefly introduced above, this shows that the climate is now gradually becoming more extreme, including in the Arctic region. For example, this year the Arctic has repeatedly experienced high temperatures of around 30 degrees, and even reached a maximum of 38 degrees. .

This all shows that the impact of climate has penetrated deep into the Arctic, and the main "leader" behind it is global warming. When humans emit more greenhouse gases, the "chain effect" of global warming will be stronger. This is a mutually progressive relationship.

At the same time, after the abnormal climate in the Arctic, the permafrost is not only the release of the corpses of " ancient creatures ", but also the release of large-scale greenhouse gases. The permafrost also contains a large amount of methane and carbon dioxide. and other greenhouse gases, so this will increase the impact on the global climate. The greenhouse effect of the same amount of methane on the earth is almost 30 times that of carbon dioxide. Therefore, the explosion of methane in the Arctic will only increase the extreme pattern of our entire planet. , this is the general situation.

What worries the Arctic most is not ancient creatures ;

As we all know, the Arctic is a very "mysterious" area. In addition to the dead animals we often talk about, what we are most worried about is the release of deadly viruses. Over the years, scientists have been warning that there are human beings in the Arctic. The most worrying virus.

Global warming has caused the melting of permafrost, accelerating the release of these viruses from ancient organisms . Therefore, if humans do not protect the earth's ecological environment, the earth will likely be invaded by these viruses. The most important thing is that among most viruses, it is possible that They are all ancient creatures unknown to humans. Once spread, today's antibodies will be unable to resist them.

So when it spreads on a large scale, mankind will only face a crisis from nature. In the past few years, scientists have discovered a virus that has been "frozen for thousands of years" under the Siberian permafrost. When the scientists discovered it, it was still contagious. This is a large type of virus that reaches 1.5 microns.

Therefore, virologist Aix-Marseille University warned at the time that we cannot imagine how high the survival rate of these viruses is in permafrost, and they have not lost the ability to infect, which deserves human vigilance.

Of course, we also know from this research conclusion that this is really not an "alarmist" statement about the reappearance of ancient creatures that are at least 10,000 years old in the Arctic! What problem does it illustrate? , if the virus spreads, it will really be a "biological elimination" model. In the final analysis, it is still affected by humans, so the intensification of human activities is intensifying the damage to the earth. From the climate change since 2020, we can also see that there are many record-breaking temperature phenomena this year, which are once in a century and rare in decades. After this becomes normal, there is really no way to save it. It is time for mankind to wake up.

1. 2022 Ancient Residents in the Motherland Courseware Part 1: Lesson 1 ( Ancient Residents in the Motherland ) Lesson 1 Ancient Residents in the Motherland [Teaching Objectives] 1. Knowledge and Skills The Discovery and Distance of the Yuanmou Man, the Ancient Residents in the Motherland In today's era, the discovery, location and age of the Peking Man, the use of stone tools and natural fire by the Peking Man, and the social life of the Peking Man: the age and discovery location of the Shanding Cave Man, the stone tools, grinding technology and artificial extraction of the Shanding Cave Man. Fire; the cavemen lived in clans. By studying this course, students can initially develop their ability to understand and recognize various knowledge ranges in the field of history, as well as their abilities to observe, imagine and compare. Through the study and reading of this course, students can be exposed to various types of history-related knowledge such as archaeological knowledge, myths and legends, ancient history materials, historical maps, cultural relic illustrations, etc., expand students' horizons, stimulate students' interest, and make them pay attention to the history class. study. 2. Process and

2. Method During the classroom teaching process, teachers should explain around the main line of "the production and living conditions of Beijingers and Shanding Cave people", and then guide students to analyze and compare "what are the improvements of Shanding Cave people compared to Beijingers". Deepen students' understanding of textbook content. 3. Emotions, attitudes and values ​​(1) my country is one of the birthplaces of mankind and the country with the most ancient human sites discovered in the world. Our country's history can be traced back to more than 101.7 million years ago, in order to stimulate the patriotism of young people and cultivate the awareness of cherishing human cultural heritage. (2) Cultivate students’ thoughts and emotions that love labor by recognizing the truth that labor creates the world and human beings themselves. [Teaching Key Points and Difficulties] 1. Key points: The production and living conditions of Beijingers and Shandong cave people. 2. Difficulty: Understand the role of labor in the process of human creation. [Class Schedule] 1 class period [Teaching and Learning Interaction Design] (1

3.) Create a scenario and introduce the new lesson introduction to show the head model of ancient humans. Question: When was this human head model? What ancient people were there in our country at that time? What are their production and living conditions like? Please read Lesson 1 " Ancient Residents of the Motherland ". Introduction 2 plays a courseware about ancient human social life, and then asks: What kind of production and living conditions does this clip reflect on ancient human beings in my country? When did they live? Please preview the text. Introduction: Where did the three people come from? There are currently two theories: one is that man was created by God, like the Western theory of "God created man" and the Chinese theory that a female snail created man. Second, humans evolved from ancient apes. Which view do you agree with? After studying this lesson, you may find the answer. (2) Cooperation and exchange, interpretation and exploration 1 The earliest humans in my country (1) Who were the earliest humans in my country?when did they live

4.? Where? (Students answer according to the textbook) (2) So, what are their production and living conditions like? (Student reading, discussion, communication, teacher summary) According to archaeological research results, some rough stone tools, as well as a large amount of charcoal chips and two small pieces of burned bones were found in the place where the Yuanmou people once lived, indicating that the Yuanmou people People already knew how to make tools and use fire. Being able to make tools is the fundamental difference between humans and animals. [Historical Experience] Next, please imagine how ancient apes turned into humans in my description. Please close your eyes. "About two to three million years ago, due to changes in the universe and planets, the magma inside the earth changed drastically, causing abnormal changes in the earth's crust. Some oceans were rising, some land was sinking, volcanoes were erupting, and wind and snow were howling. . Pieces of forests were being destroyed, and groups of animals were fleeing. Later, the earth experienced another glaciers.

During the 5th century, ice flows from the poles rushed toward the equator with overwhelming force, submerging large areas of forest and land. However, they encountered many obstacles during their progress and failed to reach the subtropical areas. Changes in nature have changed the living environment of ancient apes. "Australian apes are animals that live in forests. The forests in some areas have not suffered from this "natural disaster". The ancient apes living here continue to develop slowly along the direction of apes, and gradually evolve into modern apes. . Those ancient apes who lost the forest had to come to the ground from the trees and began to live a wandering life. On the difficult road of life, some ancient apes died. In order to adapt to the new environment, the living ancient apes gradually learned to use their forelimbs. To collect and capture animals, and use the forelimbs to break branches and select stones as weapons to resist the invasion of wild beasts, this requires the use of the hind limbs to support the body and walk. As a result, the division of labor between the forelimbs and the hind limbs gradually emerged. This division of labor leading to the advancement of the forelimbs

6. One-step liberation and upright walking of hind limbs. The upright walking and division of labor between hands and feet caused changes in the entire body structure. Meat promotes brain development. In the long process of evolution, the brain slowly develops primary consciousness, which requires the expression of the things it sees and the desire for joint action. After the long-term evolution of simple calls and gestural expressions, clear syllables were gradually uttered one by one, thus creating a language that combines certain syllables with certain content. Language emerges and matures during and with labor, becoming the driving force behind the fundamental change from ape to human. After a long process, these ancient apes evolved into humans through labor. [Note] In the description, the speed should be slowed down, the tone should be deep, and the emotion should be rich. Let the students open their eyes after a while after the description is finished. (3) So, how to understand that the fundamental difference between humans and animals is whether they can make tools? (Students’ thinking, discussion, communication, teacher’s summary)

7. Making tools itself is a kind of creative labor. Only humans can make tools and use tools to transform nature. Even the most intelligent animals can only use tools, and only after a long period of training. Therefore, being able to make tools is the fundamental sign that distinguishes humans from animals. Think about it: Chimpanzees in the zoo can also use bamboo poles or wooden sticks to knock down wild fruits from trees. Does this mean that the fundamental difference between humans and animals has disappeared? [Tips] Some animals use ready-made tools to obtain food, which is a need for survival and an instinct of animals. Moreover, animals can only simply use existing tools, and cannot process and improve the tools, let alone make any simple or rough tools. Only humans can make and use tools to transform nature according to actual needs. Therefore, the fundamental difference between humans and animals has not disappeared. 2 Beijingers (1) In 1929, in a cave in Zhoukoudian, southwest of Beijing, the young archaeologist Pei Wen

8. Mr. Zhong was surprised to discover a complete ancient human skull fossil, which caused a sensation all over the world. Since then, "Beijingers" have become famous all over the world. So, when did "Beijingers" live? What does it look like? Please see the avatar model. Showing the head of the ancient ape 2022 Ancient Residents in the Motherland Courseware.docx, the modeler of the head reconstruction of the Peking Man asked what are the facial features of the Peking Man compared with the ancient ape? (Student observation, comparison, discussion, teacher summary) Pekingese have a low, flat forehead, backward tilt, high brow ridge, protruding muzzle, and no obvious chin. Peking Man, who lived about 700,000 to 200,000 years ago, still retained some characteristics of apes, but the division of labor between the hands and feet of Peking Man was obvious. They no longer crawled like ancient apes, but walked on their legs. Make and use tools by hand and engage in productive labor. (2) So, what tools can Beijingers make? How do they live? Please use the projection to read the relevant content in the textbook.Projection of Beijingers chasing with fire

9. Beast Picture Master asked what production tools Beijingers use as can be seen from the pictures? Raw stones, sticks, and torches. The teacher asked what kind of life Beijingers live as can be seen from the pictures. Live in groups. (3) Why do Beijingers live in groups? (Students read, think and discuss, teacher summarizes) The tools used by Beijingers are extremely crude, their living environment is extremely harsh, and they are often exposed to various threats from nature. In this dangerous environment, they cannot survive alone, so they must live together in groups. This was determined by the production conditions at the time. The gregarious life of Beijingers formed an early primitive society. (4) Beijingers already know how to use fire. What do they use fire for? has no meaning? (Students answer according to the textbook) Discuss that Beijingers use natural fire. How do they preserve fire? 【Tip】Thunder and lightning can set the forest on fire;

10. Human bones and animal bones contain a large amount of phosphorus and can spontaneously ignite in hot and hot weather; these natural phenomena provide Beijing with natural fire. With fire, Beijingers can use natural fire and learn to preserve fire. They lightly cover the fire with dry and flammable flowers and leaves, allowing them to smoke lightly. This is a technical job and requires experienced seniors. When it's time to use fire, blow hard and fan it to get the fire burning again. With fire, the lives of Beijingers are getting better day by day. [Experience Ideas] Imagine what a day in the life of Beijingers is like? [Example student answer] After daybreak, Beijingers start to go out in groups. Some people go hunting and some people go gathering. After dark, those who gather, hunt and look for food return to their caves and collect what they have collected. Distribute wild fruits to everyone. Several strong men skinned the animals they killed, cut the meat into pieces, and grilled them on the fire at the entrance of the cave.After it is cooked, according to each person

11. Separate the specific circumstances. After people fill their stomachs, they light a fire and go to sleep first. Since the fire at the entrance of the cave stays on all night, the wild beasts in the distance dare not pay attention. First of all, Beijingers wear plant branches and leaves tied around their waists. This kind of clothing cannot protect against the severe cold, but it can play a role and is easy to obtain. The second is to skin the hunted animals, dry them and process them slightly to make them clothes. In terms of food, one relies on gathering and the other depends on hunting. Live in a natural cave. [Instructions] The imagination must conform to the historical conditions at that time, the level of productivity and people's living habits at that time. (1) Our country is the country with the most ancient human relics discovered in the world. In addition to Yuanmou Man and Peking Man, there are also many sites of primitive human activities scattered in the motherland, and Shanshan Cave Man is one of them. So when did the cavemen live? Where? What does it look like? (Students read the book and answer) (2) Projection of the life of the cavemen

12. Compare how the life of the cave people in the top of the mountain is improved compared to the life of the people in Beijing? Hint: Judging from the production tools, the cavemen at the top of the mountain have mastered polishing and drilling techniques; they can also make fire manually. In terms of labor objects, the cavemen not only collected and hunted, but also fished, and the scope of their labor objects expanded. Judging from the scope of activities, the top cave people can travel very far away to exchange daily necessities with other primitive groups, and the scope of activities has expanded. In terms of daily life, the cavemen on the top of the mountain already used bone needles to sew clothes, knew how to love beauty, and even buried them after death. (3) How did the cave people organize their lives together? (Students read, discuss, and communicate, teacher’s summary) The collective life of the cave people is a clan united by blood relations. In other words, every member of the group has a blood relationship with each other and is a relative. In this way, a group of people who are related by blood live together to form a clan.There are dozens of people in a clan, headed by a common ancestor.

13. Reproduce first. They live together, use publicly owned tools, work together, and distribute food together. There is no difference between rich and poor, high or low. Think about why clan members work together and distribute food together? It is suggested that because the production tools of the top cave people are extremely simple, it is difficult for a single person to obtain food. Therefore, they must work together and the food must be distributed jointly. During the distribution process, no one can occupy more, otherwise someone will starve to death, thereby weakening the strength of the entire clan, and the clan is in danger of extinction. In this way, in clan life, there is no distinction between rich and poor, high or low among clan members. Discuss whether the clan life of working together, sharing food, and without distinction between rich and poor is the ideal life for human beings?It reminds that on the one hand, due to the extremely low level of productivity, the survival of clan members is often threatened, such as hunger, cold, disease, wild beasts, natural disasters, etc., and the average life span is very short; on the other hand

14. Bloody wars often broke out between clans over food. If they failed, the entire clan members would be killed or eaten. Therefore, clan life without distinction between rich and poor is not an ideal society for mankind. The ideal society for mankind should be a communist society. (4) Application transfer, consolidation and improvement Example 1 (Study Case 2) When studying "Beijing people", some people said that Beijing is actually an "ape" rather than a "human". Do you agree with this view? Please explain why. Analysis This question revolves around whether "Peking Man" is an "ape" or a "human". The essence is to examine the fundamental difference between humans and animals. Based on the knowledge learned, it is clear that Peking Man retains some characteristics of apes in physical characteristics, but Peking Man can not only make and use stone tools. It can also use natural fire, which is beyond the reach of animals. Therefore, Beijingers should be classified as "people" rather than "apes". The answer disagrees.From the head perspective, although Beijingers still have

15. It retained some characteristics of apes, but the development of its upper limbs was basically the same as that of modern humans. In particular, Beijingers can make and use stone tools by smashing, knocking, and collision. Making and using tools is the fundamental difference between humans and animals, and is beyond the reach of any other animal. In addition, Beijingers can also use natural fire, which not only improves their ability to adapt to the natural environment, but also promotes the development of their own physique. Therefore, Pekingese are "people" rather than "apes". Comments: The design of this question is novel. It mainly tests students’ understanding of the essential difference between humans and animals, as well as their understanding of the physical characteristics and living conditions of Beijingers. Example 2 (Study Case 3) Fire has played a huge role in the development of human beings. As Engels said: "The creation of fire through friction enabled man to dominate a natural force for the first time, which ultimately separated the human and animal kingdoms." Human's influence on fire What was the process of using it? What role did the use of fire play in the development of human society?Analytical version

Question 16 quotes Engels's famous saying, mainly examining the process and functions of the use of fire. Based on the knowledge we have learned, we can know that human beings' use of fire has gone through a process from using natural fire to making artificial fire; the use of fire not only promotes the development of human physique and expands the scope of activities, but also uses fire to make tools. Transform nature and improve human beings' ability to adapt to nature. Answer (1) From using natural fire to using artificial fire. (2) Use fire to grill food, provide lighting and protect against cold, drive away wild beasts, and make tools. The use of fire has improved human beings' ability to adapt to nature, promoted physical development, and expanded the scope of activities. Therefore, the use of fire is a milestone in the development of human history and plays a major role in the development of human civilization. Comments: This question is centered around the "use of fire" which is closely related to people's real life. It mainly tests students' ability to summarize and generalize.This question contains two questions: The first question examines how humans use

17. The process of using fire. The second question examines the role of the use of fire on human development. The level is clear and the direction is clear. (5) Summarize, reflect, expand and extend the summary of the content of this lesson. The teacher can use tables or other methods to summarize the ancient residents of the motherland , so that students can comprehensively expand their reading. How to understand the scientific conclusion that labor created man himself can be combined with the ancient apes. To understand this conclusion, we need to consider ourselves as an ancestor society. It can be seen that the ancient apes slowly evolved during their life and labor at that time, and gradually became able to stand up and walk upright. This freed their upper limbs, which provided a prerequisite for the evolution of upper limbs into hands. After another long life and labor, the evolution of hands was completed. The evolution of hands played a vital role in improving the efficiency of work.Through the continuous work of the hands, the evolution and development of the human brain can be promoted. Later, through the continued work of the hands, the development level of the human brain will continue to improve. The ancient residents of the motherland , the intelligence of the ancestors also continued to improve, and labor

18. Promote the development of the human brain, and the human brain promotes the advancement of labor technology. A long and repetitive historical process gradually achieves the emergence and development of human beings. It should also be mentioned here that the most essential difference between humans and animals is the ability to use and make tools. Therefore, it can be said that the assertion that "labor creates man himself" is an accurate definition of the results of human development and a classic description of the process of human development. Instruction: "Labor created man himself" is Engels's classic thesis on the origin of mankind. It clearly pointed out that labor played a decisive role in the transformation process of ancient apes into humans. Throughout the history of human development, we have left labor. There is no mention of the development and progress of human society. Therefore, as the builders and successors of the socialist cause, young people should establish a sense of loving labor and serving society from an early age, and strive to become qualified talents for the construction of the motherland. [Data link] Link 1 Human Origin Chapter 2: [Teaching Plan 1

19.] Lesson 1 Ancient Residents in the Motherland Lesson 1 Ancient Residents in the Motherland Teaching Objectives Knowledge and Ability Objectives: Understand the basic knowledge about the Yuanmou Man, the Peking Man and the Shanding Cave Man, know the characteristics of the Peking Man, and understand the discovery of the Peking Man meaning. Knowing fossils is the primary evidence for studying human origins. At the same time, students' observation, imagination and ability to think independently and make comparisons are cultivated. Process and method objectives: Through multimedia presentation of materials, cultivate students' good habits of observation and interest in understanding and learning history based on archaeological results; by "comparing the head differences between Beijingers and modern people" and imagining "a day in the life of Beijingers" "How do people live?" to cultivate students' observation and imagination abilities; by thinking and exploring "how the lives of Shanding Cave people are improved compared to those of Beijingers", students can develop their ability to think independently and compare.Emotions, Attitudes and Values ​​Goal: Through the study of this lesson, students will learn about China

20. It is one of the origins of mankind. The Zhoukoudian Ancient Human Site is a famous world cultural heritage, which can inspire students' patriotism and cultivate the awareness of cherishing human cultural heritage. Teaching focus and difficulty points: Beijingers and Shandong Cave Man Difficulty point: The difficulty of this lesson is that the content taught dates back a long time. Only by making scientific inferences based on archaeological excavation results and combining necessary and reasonable imagination can the basics of this lesson be understood and mastered. Content; the concept and characteristics of "clan". Teaching methods include picture analysis, discussion and induction, connection and comparison, reading and explanation, and cooperative inquiry. Teaching methods, multimedia-assisted teaching, teaching process, introduction of new lessons: Teacher: Students, we all know that human beings are the masters of all things and the masters of the earth. Only without human beings can we have human history. So how did humans come into being? There are many legends in ancient and modern times, both at home and abroad. Please look at the big screen. These are two relatively familiar legends. (Multimedia display "Female

21. Pictures of "Wa created man" and "Adam and Eve") Teacher: Can any classmate tell us about these two legends? Student: Teacher: These legends all reflect human beings' confusion about their own origins. With the continuous development of science Development, people finally realized that human beings are the result of biological evolution. So what did humans evolve from? (Multimedia displays pictures of "Apes" or multimedia plays the video clip "The Origin of Humanity") Answers by students: Ape Master: Apes They are ancient apes that are similar to humans. They have evolved and developed into modern humans after long years of labor. So who were the residents of our country in ancient times? Today we will learn the first lesson together: Motherland The ancient inhabitants of the territory . (Write on the blackboard) New lesson taught: Teacher: Ask the students to watch the big screen (multimedia display of "Human Site Distribution Map") Teacher asked: 1. What are the major ancient human sites in our country? 2. Among them, there are the earliest known

22. Which human site is it? Student: Yuanmou Man (writing on the blackboard) 1. Yuanmou Man (multi-media broadcast of the documentary about the discovery of the Peking Man ruins) Teacher: Please read the first paragraph of the textbook and think about it, what information can you get about Yuanmou Man from here? Student: (Multimedia presentation) Teacher: The students found it very well. We obtain information about Yuanmou Man from books, but through what channels do scientists obtain this information? Student: Make scientific inferences based on archaeological excavation results. For example: Yuanmou Man tooth fossil (multimedia display) Teacher: Ancient humans developed and evolved slowly, and labor played an important role in the process of evolution. It can be said that labor creates human beings themselves. As time goes by, let’s take a look at another relatively evolved ancient human being in our country, Peking Man. (Write on the blackboard) 2. Peking Man Teacher: Which student can tell how the Peking Man ruins were discovered based on the textbook?

23. Student: Strategist: Over the past half century, ancient human ruins have been discovered in my country and many places, among which the Peking Man ruins are the most famous. In 1987, it was included in the "World Cultural Heritage" list. Next, let’s get to know Beijingers together. Student: (Multimedia display) Teacher: How are the appearances of Beijingers different from ours? Let's play a little game next. Student: Teacher: The fundamental difference between humans and animals is whether they can make tools. After understanding what Beijingers look like, let’s walk into their lives together. (Multimedia display) Teacher: From the above quote, what can we know about the living environment of Beijingers? Life: Bad (Multimedia plays a short video reflecting the living conditions of Beijingers) Life: Tools: Stones, sticks Living in: Cave, living in groups Food: Hunting, gathering (Multimedia shows) Use of fire: Natural fire (Multimedia plays Beijingers’ use of fire cartoon) Teacher asked:

24. How did Beijingers get fire? Production: Fire is caused by thunder and lightning in nature; fire is caused by spontaneous combustion of forest vegetation; fire is caused by spontaneous combustion of coal in the open air; fire is caused by accidental friction. Teacher: The students all used their brains and answered very well. Then let’s think about it, if you are from Beijing, how would you spend your day? Students work in groups of four to complete the following activities. (Multimedia display) Students: Group 1: Students display simple drawings Group 2: Sketch: Women are collecting fruits from trees, some men are fishing by the river, and others are chasing wild animals. After gathering, fishing and hunting, return to the cave to share the food equally. Group 3: Storyteller: The performances of the students were very exciting, and the teacher admires your rich imagination. In order to survive, Beijingers constantly fight against the difficult and dangerous natural environment and make simple and rough tools to obtain food. This process is labor. Labor promotes human development.If great apes could obtain food without labor

25., human beings would not appear, so labor created humans. With the passage of time, a group of ancient humans lived in the area where the Beijingers lived. They were the Shandingcave people (multimedia display). Teacher: Although the Shandingcave people lived in the same area as the Beijingers, after a long period of evolution, they were different from the Shandingcave people. What progress have Beijingers made? Life: Physical progress: The appearance is basically the same as that of modern people. Tool making technology: mastering grinding and drilling techniques, making fire artificially, knowing how to fish. Life progress: using bone needles to sew clothes, making decorations, and knowing how to love beauty. The collective clan of life (multimedia showing pictures of the life of the Shanding Cave people) Teacher: Whether they are Yuanmou people, Pekingese or Shanding cave people, their lives are inseparable from labor. As Engels said: "Labor creates man himself." Let's experience the joy of labor. Consolidation and sublimation: Student: Talk about feelings, a little.Teacher: Today we learned together about the borders of our country

26. The production and living conditions of three relatively representative ancient residents. Our ancestors used their hard work to overcome many difficulties and evolve slowly. In the future study and life, we will also encounter difficulties of this kind. I believe that the students will definitely overcome them with their own diligence and wisdom. I wish the students to move forward courageously and smoothly in the future life! Blackboard Design Part Three: Lesson Plan for Ancient Residents in the Motherland Lesson Plan for Ancient Residents in the Motherland [Teacher’s Message] Understand the past, grasp the present, and create the future. [Teaching Objectives] 1. Understand the basic knowledge related to the Yuanmou people, and master the basic historical knowledge about the Peking people and the Shandingdong people. 2. Observe and compare the differences between the heads of Australopithecus, Peking Man, and Shandingcave Man (or modern man). Think about how the life of the cave people has improved compared to that of the people in Beijing. 3. China is one of the origins of mankind, and the Zhoukoudian ancient human site is a world-famous

27. It is a world cultural heritage and should be cherished. [Teaching Focus] Peking Man and Shanshan Cave Man [Teaching Difficulty] The history is very long, and it requires scientific inference and reasonable imagination, these higher-level thinking activities. [Teaching Process] Course Introduction Have you ever heard of the legend that Nuwa created a human being from a piece of earth? After Pangu opened up the world, humans had not yet appeared. The goddess Nuwa used yellow mud to create humans. It was too laborious to create people one by one, so she adopted a simple method: use a rattan rope to pull out the muddy water, and many mud spots came out. Become a little person. So human beings came into being, and these first human beings lived with Nuwa, the mother of the earth. Of course, this is just a myth and legend, not real or reliable. So how were humans born? Who are the ancient humans in our country? Learn new lesson 1. The earliest humans in my country 1. The teacher introduces the discovery of Yuanmou Man and asks: Who is the earliest known human in my country?About how many years ago

28.? Where was it found? Students answer according to the textbook content. 2. Teacher: “Man and ape say goodbye, and only a few stones have rubbed against the ancient inhabitants of the motherland .” What is the fundamental difference between humans and animals? Student: Can you make tools? 2. Peking Man 1. The teacher tells the discovery process of Peking Man. 2. Guide students to read the textbook content and think and answer the questions: Where did Peking Man live about how many years ago? What are the physical characteristics, social organization, production and living conditions? Student: Pekingese lived in caves in Zhoukoudian, southwest of Beijing, about 70.2 million years ago. They used stone tools, used natural fire, and lived in groups. 3. Multimedia presents the courseware of Australopithecus heads, Peking Man head reconstructions, and modern human heads. Observe and compare the courseware of ancient inhabitants of the motherland in 2022.docx. What are the differences between the heads of Australopithecus, Peking Man, and modern humans? 4. Provide courseware on Beijingers’ use of fire for heating, lighting, and grilling food, and guide students in self-study textbooks on the use of natural fire.

29. Teacher’s question: Why is it said that Beijingers’ ability to use natural fire was a major step forward in human evolution? Student discussion answer: Beijingers use fire to grill food and for lighting, to keep out the cold and scare away wild beasts. Using fire to grill food and eat cooked food shortens the digestion process, reduces diseases, and promotes physical development. The use of fire enhances people's ability to adapt to nature. 3. The Shanding Cave Man Teacher: Hundreds of thousands of years have passed, and a group of ancient people, the Shanding Cave Man, live in the area where the Peking Man once again lived. 1. Multimedia shows the discovery process of the cave people. 2. Shows the courseware of the head reconstruction of the cave people, and guides students to read the text and think about the following questions: How many thousands of years ago did the cave people live? What are their physical characteristics, social organization, production and living conditions?After reading the third chapter, students answered: The cave people lived about 30,000 years ago; their appearance is basically the same as that of modern people; they

30. The collective life is a clan united by blood relations. 3. Show the courseware The Life of the Top Cave People and the Bone Needles and Ornaments of the Top Cave People. Combined with the text, think about this question: In what ways is the life of the Top Cave People better than that of the people in Beijing? (Guide students to answer questions from aspects such as grinding stone tools, making artificial fire, using bone needles, sewing simple clothes, mastering drilling techniques, wearing necklaces, understanding beauty, expanding the scope of activities, etc.) 4. The clan teacher guides students to read textbooks, Question: How was the collective life of the cave people formed? Student: The collective life of the top cave people is a clan united by blood relations. Teacher: The characteristics of a clan can be summarized as follows: blood relationship (a group formed by blood relationship); shared property (no private property); and equal status (working together and consuming food together). [Classroom Exercise] Recall the knowledge learned and complete the following form [Blackboard Design] Yuanmou, Yunnan Province

31. County Yuanmou Man is about 1.7 million years old. The earliest known human beings in my country are the Pekingese who live in groups about 70.2 million years ago. Ancient humans used natural fire and lived collectively about 30,000 years ago. Clans united by blood relationship make artificial fire [Assignment] 1. (2022 Zhuzhou) China is one of the birthplaces of mankind and the country with the most early human fossils and relics found in the world. The earliest known human in China is () A Peking Man B Yuanmou Man C Banpo Man D Hemudu Man Answer B 2. (2022 Heze) Which of the following statements about "Peking Man" (picture on the right) is correct is () A started using natural fire B started using ground stone tools C started firing pottery D started cultivating crops Answer A 3. (2022 Nanjing) Beijingers are typical representatives of ancient humans and play an important role in the history of human development. The age when they lived is () A about three to four million years B about 101.7 million years C about 700,000 to 200,000 years D about 7,000 years Answer C The ancient residents of the motherland The courseware is from : Baiwei Bookstore link address: Please keep it for reprinting, thank you! Source of this article: Internet collection and arrangement. If there is any infringement, please contact the author to delete it, thank you!Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 of 25 Page 25 Page 25 of 25 Page 25 of 25 Page 25 of 25

The origin of Chinese primitive music can be traced back to the very ancient prehistoric times. Before humans had language, they already knew how to use the pitch, strength, etc. of sounds to express their thoughts and feelings. With the development of human labor, chants to unify the rhythm of labor and shouts to convey information to each other gradually emerged. This is the most primitive prototype of music.

Various theories about the origin of music

Looking at the evolution of Chinese music from ancient times to the present, we can't help but ask ourselves: Where did the first step in the history of Chinese music begin? Where is the source of the river of Chinese music?

Now let us truly return to the origin of history and embark on a journey of exploration of the history of Chinese music.

origin of music

Music is a product of the development of human society to a certain stage. Archaeological evidence shows that China’s ancestors lived and multiplied on the land of the motherland as early as two to three million years ago. They not only left the imprint of productive labor in ancient music , but also left behind early human culture.

Primitive humans used music to convey messages, use music to describe their working life, use music to cooperate with collective work, use music to communicate with nature, and use music to praise heaven, earth, ancestors and gods. According to historical records, early music took nature, life, labor, and faith as its main themes. The first musicians in ancient times were wizards who mastered certain witchcraft. They used music as a carrier to communicate with the mysterious nature, praying for good weather, stable life, and good agricultural harvests.

Music originated from the social life of primitive humans in order to survive and reproduce.

The Origins of Witchcraft and Music

Music is produced from the witchcraft of primitive peoples. This view was proposed by French musicologist Kong Bailiu. Chinese scholar Wang Guowei also has a similar view. He said in "A Study of Song and Yuan Operas": "Did the rise of singing and dancing begin with ancient witchcraft?" There are many related records in ancient Chinese documents. For example, there is a legend about the origin of dance in "Lu's Spring and Autumn Period, Zhongxia Chronicle, Ancient Music Chapter": "At the beginning of the Tang Dynasty in the past, Yinduo's origin of Chinese music was stagnant and accumulated, and the waterways were blocked and could not return to their original state. The people's spirits are depressed and stagnant, and their muscles and bones are shrinking. Therefore, it is used as a dance to promote it."

In primitive society, in the struggle for survival with nature, people gradually formed witchcraft in order to obtain a kind of supernatural power. Music emerged as an effective means in witchcraft. A brief discussion of the origin of Chinese music, such as the dance used to promote stagnant water recorded in ancient texts, is a kind of witchcraft that communicates with mysterious nature. "Witch" is an "intermediary" who can communicate between humans and gods and ghosts.

"Shuowen Jiezi" says: "Witch means blessing. Women can do invisible things and can enchant gods by dancing." The dance characters in the oracle bone inscriptions inherit the characteristics of Chinese hieroglyphs, like a person dancing with props. The word "dance" later also referred to "witches" who mastered divination and were good at singing and dancing.

From the word "wu" in oracles to the word "witch" in Xiaozhuan, and then to the word "wu" in regular script, we can easily see that "witch" and "wu" have the same origin and the same pronunciation.

"Lu's Spring and Autumn Annals, Zhongxia Chronicles, Ancient Music Chapter" records: "In ancient times, when the Zhu Xiang family ruled the world, there was a lot of wind, and the Yang energy accumulated in the animals, all things dispersed, and the fruits failed. Therefore, Shida was used as a five-stringed harp, and since then Yin Qi is used to stabilize the group."

This kind of religious ceremony using "se" as a prop shows the inseparable connection between music and witchcraft in ancient times .

Imitation and the Origins of Music

British music publisher Crow West proposed the "imitating nature theory" of the origin of music. He believes that human beings create music inspired by the sounds of nature, such as the sounds of insects, birds, wind, water, and rain.

Ancient China also had similar insights. "Lu's Spring and Autumn Annals, Zhongxia Chronicles, Ancient Music Chapter" records: "When Emperor Yao was established, his life was music. The nature was to imitate the sounds of mountains, forests, valleys, and to sing. He used the elk's chariot to put the fou and drum, and he beat the stone with it. The stone is used to resemble the sound of the jade chime of God, so that hundreds of beasts can dance. In the past, the Yellow Emperor ordered Linglun to act as the rhythm. … He made twelve tubes at a time and placed them under the Kunlun Mountains to listen to the call of the phoenix to distinguish the twelve rhythms."

Among them, the ancient text "Ling Lun listens to the song of the wind and phoenix and makes laws" tells us about the possibility of primitive music imitating the sound of birds. This is because the sounds of birds have musical tones or rhythmic elements. , which is very consistent with the view that music originated from bird songs proposed by British biologist Darwin.

Labor and the Origin of Music

Engels said in "The Role of Labor in the Transformation from Ape to Man": "Labor creates man himself." Ancient humans also created early music culture in the process of production and labor. "Lu Shi Chun Qiu·Yin Ci" records the earliest labor chant: "Today, those who lift big trees call for help from the front, and the back also responds. This is good for lifting big trees." And "Huainanzi·Daoying" There is also a record in the book: "Today's husband who lifts a big tree calls out the ancient music of 'Xiexu' before him, and later also echoes it. This song is also a song of persuasion for lifting weights."

Make students realize that China is one of the birthplaces of mankind, stimulate students' patriotism and national pride, and cultivate students' awareness of cherishing human cultural heritage. Next are the first-grade history teaching equipment for " Ancient Residents of the Motherland " collected by the editor for everyone. You are welcome to read:

" Ancient Residents in the Motherland " History Teaching Design for the First Grade

1. Teaching objectives

1. Understand the basic knowledge about Yuanmou people, Peking people, and Shandong cave people, know the characteristics of Peking people, and understand the significance of discovering Peking people. Knowing fossils is the primary evidence for studying human origins. Cultivate students' observation, imagination, reading, picture recognition and language expression abilities, while also cultivating students' preliminary comparison abilities.

2. Guide students to actively participate in the teaching process, use problem-based inquiry teaching, and use a variety of teaching methods to enable students to learn historical learning methods.

3. Make students realize that China is one of the birthplaces of mankind, inspire students' patriotism and national pride, and cultivate students' awareness of cherishing human cultural heritage.

2. Teaching focus

The production and living conditions of Beijingers and Shandong cave people.

3. Teaching Difficulties

What are the advantages of the cavemen on the top of the mountain compared to the people in Beijing?

4. Teaching strategies

Through various methods such as reading, questioning, picture recognition, explanation, induction, comparison, etc., we can stimulate students' interest in learning history, and learn and learn while enjoying learning.

5. Teaching process

Import:

There are many beautiful myths and legends at home and abroad in ancient and modern times. Do students know the myths and legends about the origin of human beings in the East and the West? Please tell them.

Myths and legends are not true and reliable, so how did humans appear? Biologist Darwin said: humans evolved from ancient apes. So, today we will explore Lesson 1 " Ancient Residents in the Motherland " (writing on the blackboard)

[Activity 1: Learning Archeology]

1. The earliest human beings in China──Yuanmou Man (written on a blackboard)

Teacher: Ancient humans lived a long time ago. Archaeologists mainly rely on buried sites, relics, and archaeological excavations to study the history of ancient human society. Let’s first go to Yuanmou County, Yunnan Province to take a look. Learn how to do archeology and see what we can discover?

Student answer: Two fossil incisors, some rough stone tools, a large amount of charcoal chips, and small pieces of burnt bones.

Teacher: Scientists have determined that the age of these two tooth fossils, stone tools, charcoal chips, and burned bones is about 1.7 million years ago. That means Yuanmou Man lived about 1.7 million years ago.

Teacher: What do these archaeological finds indicate? And explain the reasons for your inference.

Student answer: The stone tools show that the Yuanmou people were already able to make tools. The stone tools have traces of impact and were processed.

Teacher: Guess how they made the tools?

The teacher showed the picture and explained: According to needs, they made it by hammering stones, which is relatively rough.

The teacher asked: "When man and ape say goodbye, only a few stones have rubbed against each other." What conclusion can we draw from this?

Student answer: The fundamental difference between humans and animals is whether they can make tools, so Yuanmou Man is already a human being. The charcoal chips and burnt bones show that the Yuanmou people also knew how to use fire.

Summary: The conclusion that Yuanmou people can make tools is very important. From this point of view, the Yuanmou Man who lived 1.7 million years ago is the earliest known human being in our country.

[Activity 2 Practice Archeology]

2. People from Beijing (writing on blackboard)

Transition: Let’s take a look inside the cave in Zhoukoudian, southwest of Beijing. In 1929, Chinese archaeologist Pei Wenzhong discovered a skull of "Peking Man" during excavations, which shocked the world. Since then, five relatively complete skull fossils of Peking Man and some other bone fossils have been discovered in the Zhoukoudian area, as well as a large number of stone tools and stone flakes, totaling more than 100,000 pieces. The Peking Man Site is the richest site in the world with unearthed human remains and remains of ancient inhabitants of the motherland . It was selected into the "World Heritage List" in 1987. According to scientific and technological determination, Beijingers lived between 700,000 and 200,000 years ago.

Group 1: Skull and Avatar

The teacher asked: For a group of students, can you describe the appearance of Peking Man? After the students answered the questions, the teacher guided the students to fill in a form to compare the differences between Australopithecus apes, Peking Man, and modern humans.

project

forehead

eyebrow spine

cheekbones

Snout

chin

ancient ape

Low and flat

Low and flat

concave

reach forward

Not obvious

Pekingese

sturdy

sturdy

high suddenness

reach forward

Not obvious

modern man

towering

soft

high suddenness

convergence

obvious

Sheng concluded that Peking Man also retained some characteristics of apes. The teacher emphasized that Beijingers can walk upright and have "an obvious division of labor between their hands and feet."

Group 2: Stone tools and sticks

Teacher: These findings show that Beijingers were able to make and use tools. However, the tools used by Beijingers are very crude. They only knock and chop stones into rough stone tools, and chop branches into sticks.

Teacher asked: Let the second group of students imagine what the people in Beijing would use these stone tools with different shapes to do?

Summary of the postgraduate student's answer: Beijingers have left over 100,000 stone tools. They are flat in shape and have sharp blades, which can be used to cut down trees, scrape sticks and cut animal meat. Triangular pointed tools can be used to cut animals. Dig up plant roots and stems, etc. These stone tools are all made of beaten stones, and are very rough. The era when such stone tools were used is called the Paleolithic Age in archaeology.

Teacher asked: From the uses of these tools, what can be inferred about the main life activities of Beijingers?

Student answer: People in Beijing make a living by gathering and hunting.

The teacher concluded: Beijingers fought hard against nature with extremely simple tools, which illustrates the life of the time.

Productivity levels are quite low.

Group 3: Social organizations

Teacher: "In the ancient times, there were few people and many animals. The people were invincible to the animals, insects, and snakes." In the ruins, many animal bone fossils such as tigers, leopards, bears, deers, and wild boars were also found. What is the living environment of Beijingers? How do Beijingers survive? Why don't they live like we do today, living in a household-to-household style?

Student answer: The living environment is harsh, with dense forests, overgrown weeds, and wild beasts; it is impossible to survive by relying solely on the strength of a single person. Only many people work together, hunt together, and live together; group living is determined by the level of productivity It was determined by the extremely low status, harsh environment, and extremely crude production tools.

Summary: In order to survive, Beijingers often live in groups with dozens of people, working together, sharing the fruits of their labor, and living in groups. In this way, early primitive society was formed.

Group 4: Using natural fire

Teacher: These findings show that Beijingers are already able to use natural fire. Four groups of students think how Beijingers get fire? And how do they manage fire?

Answer: Thunder and lightning create fire, spontaneous combustion of forest vegetation creates fire, spontaneous combustion of coal, and accidental collision create fire.

Teacher’s explanation: It can be inferred from the ashes that Beijingers save fire and only use natural fire. Primitive people generally used the bonfire method to preserve fire. When in use, they kept adding wood to the fire; when not in use, they covered the fire with dust to keep it smoldering; when in use, they removed the dust and added vegetation to ignite it.

The teacher asked: What do Beijingers use fire for? What is the significance of the use of fire?

Answer: People in Beijing use fire for lighting, keeping out the cold, and driving away wild animals. They use fire to grill food and eat cooked food, which shortens the digestive process, reduces diseases, and promotes physical development. The use of fire enhances people's ability to adapt to nature.

The teacher concluded: The use of fire enhances people's ability to adapt to the natural environment, promotes physical development and brain evolution, and is a major progress in the process of human evolution.

Summary: Ask students to observe the schematic diagram of "Main Ancient Human Sites in China". What conclusions can you draw?

Student answer: Our country is the country with the most ancient human sites discovered in the world.

[Activity Three Competition Archeology]

3. Cave Man (Writing on Blackboard)

Teacher: In 1933, archaeologists discovered another group of ancient people in the caves on the top of Longgu Mountain in Zhoukoudian, where Beijing residents lived. Because they were found in the caves on the top of the mountain, they were called Shanding Cave People. The cave people lived about 30,000 years ago. (Writing time on the blackboard) Everyone looks at the following pictures and discusses in the group how the top cave people live and work? Discuss "What improvements are there in the life of the top cave people compared to those in Beijing?"

Students read the text and answer questions freely, and the teacher guides the students to fill out a form to compare the progress of cave dwellers compared to those in Beijing.

human name

Physical characteristics

manufacturing tools

beauty consciousness

How to make fire

Production Activities

social organization

Pekingese

retain some characteristics of apes

broken stone tools

use natural fire

gathering, hunting

social

caveman

Similar to modern people

ground stone tools

Love beauty, necklaces

Artificial fire

Gathering, hunting, fishing

clan

Teacher asked: Can you imagine how the cavemen discovered how to make fire?

After the students answered, the teacher added: The cavemen on the top of the mountain were already very skilled in grinding and drilling techniques. Sparks would be produced when drilling and grinding stone tools, which must have inspired them to make fire.

Teacher's summary after students answered: Due to the invention of artificial fire, humans have further conquered the long nights and severe cold, and they are no longer restricted by climate and geography, and their scope of activities has expanded. This is where the top cave people are more advanced than the people in Beijing. Can you find some examples to illustrate this point? (You can use pictures or “brain-braining” exercises after class to illustrate this point.)

Teacher asked: The cave people on the top of the mountain were already able to make fire artificially and made a living by gathering, hunting and fishing. So what is the collective name of the top cave people? How do they carry out production activities?

Summary of the postgraduate student's answer: The collective life of the top cave people is not a simple combination, but a clan united by blood relations. Clans are descended from common ancestors. They live together, use publicly owned tools, work together with the ancient residents of the motherland , and distribute food together. There is no distinction between high and low. Therefore, the three major characteristics of a clan are: blood ties, shared property, and equality.

Class summary:

Students, through today’s study, we learned that our motherland has a long history, is one of the world’s ancient civilizations, and is also one of the birthplaces of mankind. Let’s use numbers to sort out the main content of this lesson: 1 society, 2 types of social organizations, and 3 ancient residents. (Students answer cooperatively)

After reading " The Ancient Residents of the Motherland ", I also want to read:

1. Teaching design for the ancient residents of the motherland in the first volume of history for seventh grade students

2. Teaching design of ancient residents in the motherland

3. Lesson plan for the ancient residents of the motherland in the first volume of junior high school

4. People's Education Press seventh-grade history lesson plan Ancient residents of the motherland

(Teacher prompts key words: past, present, future) Teachers and students jointly concluded: History refers to what happened in the past of human society. (Emphasis on key words: human beings, past) Question: So, how were human beings born? When did history begin? Who made the earliest history of our country? Today, let us walk into "The Territory of the Motherland" together "The ancient inhabitants"! 1. The birth of human beings 1. There are many beautiful myths and legends about the origin of human beings in ancient and modern times, both at home and abroad. What myths and legends about the origin of human beings do the students know? Can you explain and describe it to everyone? The students took the initiative to explain and describe the myths and legends about the origin of human beings. (The Western legend about God’s creation of man, the Chinese legend about Nuwa’s creation of man from clay, Pangu’s founding of the world, etc.) Teacher: Regarding the origin of mankind, both the Western legend about God’s creation of man and the Chinese legend about Nuwa’s creation of man out of clay are myths and legends. It is true and reliable, so how were human beings born? 2. Labor creates human beings’ explanation and description: Marx once said: “Labor created man himself!” Scientific research has proved that human beings evolved from apes after a long period of labor. evolved. Question: Who is the earliest human being in our country? Student: Read the text and answer: Yuanmou Man 2. The earliest human being in my country – Yuanmou Man Question: How long is the history of Yuanmou Man, the earliest known human being in our country? And It is required to read the map "Distribution of Main Ancient Human Sites in my country" and point out: the area where Yuanmou people lived. Student answer: 1.7 million years ago, Yuanmou County in Yunnan Province (Yangtze River Basin).The teacher concluded: Yuanmou Man, 1.7 million years ago, is the earliest known human being in our country. Its discovery reveals

Unit 1 The Origin of Chinese Civilization (Lessons 1-4)

[Knowledge and Ability]

Use the basic characters, events, times and prompts that appear in the textbooks as a guide for students

Should have knowledge requirements; others only require general understanding.

[Process and Method]

1. Train students’ preliminary ability to apply historical materialist viewpoints and methods from various perspectives;

2. The thinking ability, originality and sensitivity that combine reading, listening and memorizing materials are the cultivation of thinking quality;

3. Exercise oral expression skills.

[Emotional attitudes and values]

1. Correctly understand the origin of human history;

2. Understand the reasons for the rise and fall of countries, personal achievements, and personal success and failure.

[Key point] Our country’s primitive humans

[Difficulty] There is a mutual relationship between the role of historical figures and the people as the driving force for creating history.

[Lessons] 5 lessons

[Course type] New lectures, activity classes, lectures and evaluation classes

[Methods and methods] Comprehensive heuristic teaching

[Teaching aids] Atlas, multimedia related to primitive humans in my country, new archaeological discovery maps

Lesson 1 The ancient inhabitants of the motherland

[teaching objectives]

Knowledge and Competency Objectives:

(1) Understand the origin of human history; (2) Understand the production and living conditions, epochs and characteristics of clan life of my country's main ancient inhabitants, Yuanmou Man, Peking Man and Shanding Cave Man. (3) Cultivate students' ability to read and recognize pictures, and to compare and analyze historical things.

Process and Method Objectives: Summarize the representatives of my country's main ancient residents, understand charts and text materials, and summarize patterns from them.

Emotional attitude and value goals: (1) China is one of the earliest origins of civilization in the world. The ancient residents of the motherland should enhance their national pride. (2) Correctly understand the origin of human history.

[Teaching Key Points and Difficulties]

Focus: The living and production conditions of my country’s earliest humans, the Peking Man and the Shanding Cave Man

Difficulty: The way of survival of ancient residents

[Teaching and learning methods] Apply multimedia courseware and use heuristic and problem-target teaching methods.

[Teaching methods] Multimedia courseware

[Lesson] 1 lesson

[Course type] New teaching

[Teaching aids] Atlas, multimedia related to primitive humans in my country, new archaeological discovery maps

typography design:

Lesson 1 The ancient inhabitants of the motherland

1. Yuanmou Man: earliest, 1.7 million years ago

2. Peking Man: Time: 700,000—200,000 years

Lifestyle: Living in groups

Development level: using natural fire

3. Cavemen: Time: 18,000 years

Lifestyle: Clan life, tool advancement

Development level: Artificial fire

[Teaching process]

Teaching content, teaching methods, and learning methods

Import new class:

1. The earliest humans in my country

Yuanmou Man 1.7 million years ago China's earliest human multimedia shows the folk story of Nuwa's creation of man. Ask students: Who can tell the folk story of Nuwa's creation of man to introduce it. You can ask students: The legend of the origin of human beings in the West.

Display multimedia pictures: After reading the first paragraph of the textbook, what historical information did the students get? Who, when, and what evidence are mentioned in the material?

Encourage students to be the first to answer the questions about the ancient residents of the motherland, and decide whether to answer as a group or individually based on the actual situation.

Briefly introduce some knowledge of archeology, such as fossils, dating methods, etc.

Teaching content, teaching methods, and learning methods

2. Beijingers

Date of discovery: 1929

Location of discovery: Zhoukoudian, southwest of Beijing

Life span: 200,000-700,000 years

Physical characteristics: obvious division of labor between hands and feet, retaining some characteristics of apes

Living situation: Living in groups

Production level: The ancient inhabitants of the motherland who can make and use tools use natural fire.

3. Cavemen:

Time: 18,000 years

Lifestyle: Clan life, tool advancement

Development level: Artificial fire

Summary: Summarize the three representatives of ancient residents studied in this lesson.

Consolidation exercises: (see courseware)

Assignment: (See courseware) Multimedia display of Pekingese head reconstruction pictures and thinking questions: Read the text to find the time, place, survival period, and physical characteristics of the Peking Man.

Students jointly answered the time, place, and age, and discussed in groups the physical characteristics based on the head reconstruction.

Multimedia display of imaginary pictures of Beijingers’ life and reading requirements: What kind of life do Beijingers live? Why? Ask students to discuss in groups.

Multimedia display question: Imagine what a day in the life of Beijingers is like? The prompts can be in chronological order, or in the order of clothing, food, housing, and transportation.

Multimedia display question: Think about it, how did Beijingers get popular?

Question: What conclusion can you draw after reading the fine print on page 5?

Multimedia display: Distribution map of major ancient human sites in my country. What problem does it illustrate? students answer.

Read the last paragraph on page 5 and find out the age and physical characteristics of the cave people. students answer.

Multimedia display: Reconstruction of the head of the Shanding Cave Man and the head restoration of the Peking Man. Compare the differences between the two types of residents.

Read the first and second paragraphs on page 6, multimedia display: reconstruction of the life of the cave people and the bone needles and decorations they used. Analyze the production and living conditions of the top cave people. students answer.

Multimedia display question: Use your brain, sea clams live in the sea. What does it mean to find sea clam shells in Renren's cave in Shanding Cave? What do you think? Students answer after discussion in groups.

Multimedia display: the main knowledge points of this lesson. Use this as the blackboard design for this lesson. During the presentation of the ancient residents of the motherland , students were asked to answer together.

Multimedia display: The designed exercises can be in the form of group answering.

Multimedia presentations encourage students to do it themselves.

Click to display the full text and continue previewing

In the history of biological evolution, the mass extinction at the end of the Permian period can be described as an earth-shaking turning event, because the new organisms that emerged after that were the ancestors of many modern organisms. Few doubt this extinction event. But how long does this extinction process last? People are gradually changing their views. According to Darwin's theory of evolution, the extinction of living things should be a long gradual process. For many years, academic circles have believed that the "paleontological massacre" occurred over a large time span, and that the "murderer" completed the "killing" in three times of. But today, some scientists believe that the turning point may occur in a very short period of time. In 1998, American scientists proposed a view that the mass extinction occurred almost instantly in geological history, which immediately aroused widespread concern. In 2000, Chinese scientists conducted a comprehensive analysis of more than 300 fossils collected from the Changmei Mountain section in Zhejiang and found that this massacre took less than 500,000 years, which is a very short time in geological history. The shortest time to conclude the mystery of the mass extinction of ancient organisms was 8,000 years!

Who has so much power? Can a large number of creatures be wiped out "at the click of a finger"? For mankind, the truth of this global catastrophic event is almost regarded as an eternal mystery. Because of this, many geologists have worked hard for many years, carefully verifying, and trying to decipher this disaster. Those who hold the "volcanic eruption theory" believe that at the end of the Permian period, a huge prehistoric catastrophe occurred when the Siberian volcano erupted – a mystery of the mass extinction of ancient organisms. The volcanic eruption spread over an area of ​​more than 2,000 kilometers. Volcanic eruptions cause volcanic dust and gas to hover over the earth, polluting the atmosphere and hydrosphere, causing large-scale or global catastrophic environments. Accelerate or lead to mass extinction; fires spread across the world. The volcanic ash blocked the sun, and living things lost their basic living conditions. Disaster first befell the shallow creatures, and then exterminated the creatures in the deep sea. Its main basis is that in 1986, some Chinese and foreign scientists analyzed 25 main components in the black clay at the end of the Permian and believed that they were very similar to the components of volcanic ash clouds.

The "sea level change theory" is another explanation. It believes that during the mass extinction of organisms 250 million years ago, the earth's crust underwent drastic changes. A prehistoric catastrophe – the mystery of the ancient mass extinction of organisms. The terrain rose and that geological era appeared. During the largest sea retreat that occurred, only 13% of the world was submerged in seawater. The mystery of the mass extinction of ancient organisms after the natural gas hydrates that had been on the seafloor lost their high pressure suddenly rose up, and carbon dioxide enveloped the sky, leading to the tragedy of biological extinction.

There is also the "asteroid impact theory", which believes that there was a violent collision between an alien planet and the earth at the end of the Paleozoic Era. The violent explosion caused dust to fill the sky, blocking the sky and the sun for several weeks, causing the instant death of many living things. . As support for this view, American scientists analyzed samples collected from Meishan and other places and found that one of the microsphere structures called "Carbon Dragons" (large carbon molecules) retains 250 million-year-old The composition of helium is very different from that of helium on Earth, but it is closer to extraterrestrial materials. In their research, Japanese scholars discovered that the isotopes of sulfur and strontium suddenly increased at the end of the Permian. Chinese scientists discovered geochemical anomalies such as iridium and carbon stable isotopes in the above-mentioned clay. These evidences prove that an extraterrestrial disaster event may have occurred 250 million years ago.

Some Chinese scientists have proposed the "union theory of catastrophic swarms", believing that such a large-scale biological extinction cannot be caused by a single factor, but must be a collection of disasters. At the turn of the Permian-Triassic, there were interconnected catastrophic swarms. Three types of events: The first is induced events, including ocean recession, volcanic eruptions, possible alien impacts, and geomagnetic reversals. They play a leading role in the entire disaster; followed by derivative events, disasters derived from the first type of event, such as: temperature rise, seawater acidification, toxic elemental gases, ecological domain changes, large fluctuations in seawater salinity , weakening of the geomagnetic field, lack of oxygen, etc.; and finally the mass extinction of living things. There are many theories about the mass extinction of ancient organisms, each of which presents its own evidence and reasons, but cannot agree on one. The mystery of this mass extinction of paleontology can only be completely solved through continued in-depth research in the future.

As a conscientious people's teacher, you may need to prepare lesson plans. Teaching plans are the basic conditions for ensuring the success of teaching and improving the quality of teaching. What formats should you pay attention to when writing lesson plans? The following is the lesson plan for the first volume of grade history "The Ancient Residents of the Motherland " carefully compiled by the editor. Welcome to read the lesson plan for the first volume of the grade 1 history "The Ancient Residents of the Motherland". I hope you will like it.

[teaching objectives]

Knowledge and Competency Objectives:

(1) Understand the origin of human history;

(2) Understand the production and living conditions, epochs and characteristics of clan life of my country's main ancient residents, Yuanmou Man, Peking Man and Shandong Cave Man.

(3) Cultivate students' ability to read and recognize pictures, and to compare and analyze historical things.

Process and Method Objectives: Summarize the representatives of my country's main ancient residents, understand charts and text materials, and summarize patterns from them.

Emotional attitude and value goals: China is one of the earliest origins of civilization in the world and enhances national pride.

[Teaching Key Points and Difficulties]

Focus: The living and production conditions of my country’s earliest humans, the Peking Man and the Shanding Cave Man

Difficulty: The way of survival of ancient residents

[teaching method, learning method]

Apply multimedia and use heuristic and problem-target teaching methods.

[Teaching methods]

multimedia

[class]

1 class hour

[Course type]

New lecture

[teaching aids]

Atlas, multimedia related to primitive humans in my country, new archaeological discovery maps

[Teaching process]

Teaching content

teaching, learning

Import new class:

1. The earliest humans in my country

Yuanmou Man is the earliest human being in China dating back 1.7 million years.

Multimedia displays the folk story of Nuwa creating human beings, and asks students: Who can tell the folk story Nuwa created human beings, as a lesson plan for the first volume of grade history "Ancient Residents of the Motherland". You can ask students: The legend of the origin of human beings in the West.

Display multimedia pictures: After reading the first paragraph of the textbook, what historical information did the students get? Who, when, and what evidence are mentioned in the material?

Encourage students to answer first, and decide whether to answer in a group or individually according to the actual situation.

Briefly introduce some knowledge of archeology, such as fossils, dating methods, etc.

Teaching content

teaching, learning

2. Beijingers

Date of discovery: 1929

Location of discovery: Zhoukoudian, southwest of Beijing

Life span: 200,000-700,000 years

Physical characteristics: obvious division of labor between hands and feet, retaining some characteristics of apes

Living situation: Living in groups

Production level: Able to make and use tools, use natural fire

3. Cavemen:

Time: 18,000 years

Lifestyle: Clan life, tool advancement

Development level: Artificial fire

Summary: Summarize the three representatives of ancient residents studied in this lesson.

Multimedia display of Peking Man head reconstruction pictures and questions: Read the text to find out the time, place, survival period, and physical characteristics of Peking Man.

The students jointly answered the questions about the time, place, and era of the ancient inhabitants of the motherland , and discussed in groups the physical characteristics based on the head reconstruction pictures.

Multimedia display of imaginary pictures of Beijingers’ life and reading requirements: What kind of life do Beijingers live? Why? Ask students to discuss in groups.

Multimedia display question: Imagine what a day in the life of Beijingers is like? The prompts can be based on the ancient residents of the motherland in chronological order, or in the order of clothing, food, housing, and transportation.

Multimedia display question: Think about it, how did Beijingers get popular?

Question: What conclusion can you draw after reading the fine print on page 5?

Multimedia display: Distribution map of major ancient human sites in my country. What problem does it illustrate? students answer.

Read the last paragraph on page 5 and find out the age and physical characteristics of the cave people. students answer.

Multimedia display: The head reconstruction pictures of the Shanding Cave Man and the head reconstruction picture of the Peking Man compare the differences between the two types of residents.

Read the first and second paragraphs on page 6, multimedia display: reconstruction of the life of the cave people and the bone needles and decorations they used. Analyze the production and living conditions of the top cave people. students answer.

Multimedia display question: Use your brain, sea clams live in the sea. What does it mean to find sea clam shells in Renren's cave in Shanding Cave? What do you think? Students answer after discussion in groups.

Multimedia display: the main knowledge points of this lesson. Use this as the blackboard design for this lesson. During the presentation, students are asked to answer together.

Multimedia display: The designed exercises can be in the form of group answering.

typography design:

Lesson 1 The ancient inhabitants of the motherland

1. Yuanmou Man: earliest, 1.7 million years ago

2. Peking Man: Time: 700,000—200,000 years

Lifestyle: Living in groups

Development level: using natural fire

3. Cavemen: Time: 18,000 years

Lifestyle: Clan life, tool advancement

Development level: Artificial fire

American scientists offer their views. It is believed that the mass extinction occurred almost instantly in geological history, which has aroused widespread concern. 20I. X) year. I, conducted a comprehensive analysis of more than 300 fossils collected by PI. It was found that this massacre lasted no more than 500,000 years, which is the shortest conclusion in the history of geology. This is a very long period of time and the shortest conclusion. Speaking of crisis, this is the true nature of the global disaster event. It is almost regarded as an eternal mystery. This is why many geologists have been working hard for many years to solve the mystery of the mass extinction of ancient organisms , carefully verifying it, and striving to decipher this disaster. Those who hold the "volcanic eruption theory" believe that at the end of the Permian At that time, a huge Siberian volcano erupted, and the volcanic eruption spread over an area of ​​more than 2,000 kilometers. The volcanic eruption caused volcanic dust and gas to hover over the earth, polluting the atmosphere and hydrosphere, causing large-scale or global catastrophic environmental changes. Accelerate It may lead to mass extinction of organisms; fires burn all over the world, volcanic ash blocks the sun, and organisms lose their basic living conditions. The disaster first strikes the shallow organisms, and then extinguishes the organisms in the deep sea. The main basis is the ancient mass extinction of organisms. Mystery , in 1986, some Chinese and foreign scientists analyzed 25 main components in the black clay at the end of the Permian and believed that they were very similar to the components of volcanic ash clouds. The "sea level change theory" is another explanation. It is believed that 250 million During the mass extinction period two years ago, the earth's crust underwent drastic changes, the terrain rose, and the largest sea regression occurred in that geological era. Only 13% of the world was submerged in seawater. After the natural gas hydrates on the seabed lost their high pressure, , suddenly rose, and carbon dioxide enveloped the sky, leading to the tragedy of biological extinction.

There is also the "asteroid impact theory". It is believed that at the end of the Paleozoic Era, there was a violent collision between an alien planet and the Earth. The violent explosion caused dust to fill the sky, covering the sky and the sun for several weeks, causing the instant death of many living things. As evidence of this view, American scientists recently discovered after analyzing samples collected in Meishan and other places. Among them, the microsphere structure called "Carbon Dragon" (large carbon molecule) retains 2.5 elements. Its composition is very different from the helium element on the earth, but it is closer to extraterrestrial substances: Japanese scholars found in their research that There was a sudden increase in sulfur and strontium isotopes at the end of the Permian, and Chinese scientists discovered geochemical anomalies such as iridium and carbon stable isotopes in the above-mentioned clays. These evidences prove that an extraterrestrial disaster event may have occurred 250 million years ago. Some Chinese scientists have proposed the "kexue joint theory of catastrophic swarms." believed to have led to such large-scale biological extinction. It cannot be a single factor, it must be a collection of disasters. At the turn of the Permian-Triassic, three types of events connected to each other appeared: The first is the induced event. There are ocean retreats, volcanic eruptions, possible alien impacts and geomagnetic reversals. They play a leading role in the entire disaster; followed by derivative events, disasters derived from the first type of event, such as: temperature rise, seawater acidification, toxic elemental gases, ecological domain changes, large fluctuations in seawater salinity , weakening of the geomagnetic field, lack of oxygen, etc.: the last is the mass extinction of living things. The theory of mass extinction of various ancient creatures. Each presents his evidence and expresses his reasoning, but he cannot agree on one thing. The mystery of this mass extinction of paleontology can only be solved through continued in-depth research.

The "Changxing Limestone" section located in Meishan, Changxing, Zhejiang, is the standard stratigraphic interface of the Permian-Triassic in the world. Because it completely records the last biological extinction event at the turn of the Paleozoic and Mesozoic eras 250 million years ago, it has important epoch-making significance in the international geoscience community. In 2001, it was identified as the "Golden Nail" section by the International Federation of Geological Science and Technology. Every year, many geologists, paleontologists and students come here to investigate and study. Visitors can travel through time and space tunnels here to explore the mystery of the mass extinction of life on earth in ancient times. Science 2006

() A. Dollard B. James C. Fromm D. Watson Full score: 1.00 points Score: 1.00 points Your answer: D Correct answer: D Teacher’s comment: None 5. Promote positivity and hard work A promising life involves cultivating one's character inwardly and forming good moral qualities of benevolence, righteousness, etiquette, wisdom, and trustworthiness (). A. Confucianism B. Taoism C. Buddhism D. Rationalism Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment: None 6. According to Pavlov’s advanced neural activity types, the ancient times The role of women is that the following temperament types correspond to strength, balance, and flexibility (). A. Sanguine B. Choleric C. Depressive D. Phlegmatic Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment: None 7. The originator of the meaningless chapter and the forgetting curve The first person to propose is (). A. Pavlov B. Ebbinghaus C. James D. Dallenbach Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 8. The following are about "good death" Understand, the error is (). A. Finish things well B. People die normally C. Treat the final result with a normal mind D. Hold the funeral well and decorate it with ceremony Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher's comment: In traditional Chinese culture, Buddhism uses () practice to create a harmonious state of mind. A. No desire B. Inaction C. Moderation D. Benevolent government Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment: None 10. Which of the following are sexual identity abnormalities? () A. Transsexuality B. Homosexuality C. Exhibitionism D. Voyeurism Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 11. The real source of motivation for change is (). A. Pursuit of character perfection B. Pursuit of interpersonal harmony C. Satisfaction of psychological needs D. Need for benefit Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 12. Looking at Lorenz’s Come on, the behavior of humans and animals can be attributed to four instincts. The following are not among these four instincts: () A. Reproduction B. Hunger C. Attack D. Sleep Full score: 1.00 points

15. Which of the following does not belong to the Eight Beauties of Qinhuai? () A. Liu Rushi B. Li Xiangjun C. Dong Xiaowan D. Li Shishi Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher comment: None 16. The forgetting process is (). A. Fast first and then slow B. Slow first and then fast C. Irregular D. Balanced development Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 17. Body posture changes in stress hormone experiment The role of women in ancient times was , among which the hormone representing power was () A. Testosterone B. Cortisone C. Oxytocin D. Embrace hormone Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment : None 18. Which of the following does not include the characteristics of values? () A. Historicity B. Diversity C. Objectivity D. Durability Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 19. The following are positive orientations (). A. People who do not serve themselves will be punished by heaven and earth. B. Life is meaningless, and life is death. C. People suffer when they live. D. Life is endless. "Positive Psychology" Mock Test 3. "Positive Psychology" Mock Test 3, the struggle is endless. Full score: 1.00 points Score: 1.00 points Your answer: Correct answer: Teacher’s comment: None 20. People always tend to make judgments based on the similarity between the observed pattern of something and the representative pattern of that type of thing in their experience. , the more representative the sample, the higher the probability of judgment. What is this bias called? () A. Availability heuristic B. Representativeness heuristic C. • Anchoring heuristic D. Experience heuristic Full score: 1.00 points Score: 1.00 points Your answer: B Correct answer: B Teacher’s comment: None 21 . Having the goal of pursuing happiness in life, and regarding positive psychological qualities and behavioral results such as unremitting efforts, creating opportunities, being proactive, and rationally managing time as prerequisites for evaluating happiness are () manifestations of the concept of happiness.

A. Social orientation B. Personal orientation C. Positive orientation D. Negative orientation Full score: 1.00 points Score: 1.00 points Your answer: C Correct answer: C Teacher’s comment: None 22. People’s estimates of uncertain values ​​are often based on The result of appropriate adjustments to the initial value or starting point, this phenomenon belongs to (). A. Availability heuristic B. Representativeness heuristic C. Anchoring and adjustment heuristic D. Recognition heuristic Full score: 1.00 points Score: 1.00 points Your answer: C Correct answer: C Teacher comment: None 23 . Which of the following does not belong to the social orientation of the meaning of life (). A. Pay attention to the social realization of self-worth B. Integrate yourself completely into society C. Take social value as the ultimate goal D. Aim to improve the quality of life Full score: 1.00 points Score: 1.00 points Your answer: D Correct answer: D Teacher comment : None 24. Freud divided personality into three parts: ego, id and superego. Among them () comes from human instinct, which is expressed in social life as the satisfaction of personal desires and the realization of personal interests, following the principle of happy activities. A. Self B. Id C. Superego Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment: None 25. The closest meaning to "treat yourself as yourself" is ( ). A. Accept yourself B. Compare more with others C. Be self-righteous D. Be strict with yourself Full score: 1.00 points Score: 1.00 points Your answer: A Correct answer: A Teacher’s comment: None 26. According to Luo In the Sada model, the critical point between positive emotions and negative emotions is generally () A.2:1B.4:1C.3:2D.3:1 Full score: 1.00 points Score: 1.00 points Your answer: D Correct answer: D Teacher comments: None 27.), the other is instrumental values. Rokeach proposed two types of value systems in human society, one is (), the other is instrumental values ​​A. Concrete values ​​B. Ultimate Sexual values ​​C. Abstract values ​​D. Persistent values ​​Full score: 1.00 points Score: 1.00 points Your answer: B Correct answer: B Teacher’s comment: None 28. According to (), the expression of verbal beauty can be divided into shallow and shallow. There are four types: out type, shallow in and deep out type, deep in and out type, and deep and simple out type.

A. Synchronicity of speech and thinking B. Connotation of speech C. Quality of thinking D. In-depthness of the topic Full score: 1.00 points Score: 1.00 points Your answer: B Correct answer: B Teacher comment: None 29. Louvre in Paris The three treasures of the palace, town and pavilion do not include (). A. Leonardo da Vinci's "Mona Lisa" B. The Goddess of Victory in Samothrace C. Venus de Milo D. Michelangelo's David Full score: 1.00 points Score: 1.00 points Yours Answer: D Correct answer: D Teacher's comment: None 30. "If a young man does not work hard, the old man will be sad" which of the following behavioral logics is reflected? () A. Choice logic B. Personality logic C. Behavioral logic D. Time logic Full score: 1.00 points Score: 1.00 points Your answer: D Correct answer: D Teacher’s comment: None, multiple choice question (40.00 points in total) 1. The significance of career planning lies in (). A. Find the source of your own happiness internally B. Make better use of strengths and avoid weaknesses and gain self-confidence C. Promote self-realization D. Adapt to the environment; create harmonious interpersonal relationships E. Ultimately, while maximizing self-worth and social value, let Live a happier life Full score: 2.00 points Score: 2.00 points Your answer: ABCDE Correct answer: ABCDE Teacher comment: None 2. Regarding the career rainbow chart, the correct ones are (). A. In the career rainbow chart, the horizontal direction represents the breadth of life across a lifetime, including the growth period, exploration period, establishment period, maintenance period, and decline period. Corresponds to the main stages of development in our lives. B. The vertical level represents the living space running up and down, which is composed of a set of positions and roles.

C. Different rainbow ribbons represent people playing different roles in different situations at the same time, including children, students, leisurers, citizens, workers, homemakers, etc. D. Everyone has their own unique career rainbow picture. Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher’s comment: None 3. The role of women in ancient times was (). A. Collecting items B. Hunting C. Raising offspring D. Barbecue Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher’s comment: None 4. Maslow believes that human needs include () A. Physiological needs B. Safety needs C. Belonging and love needs D. Esteem needs E. Self-actualization needs Full score: 2.00 points Score: 2.00 points Your answer: ABCDE Correct answer: ABCDE Teacher comment: None 5. Common What are the mnemonics (). A. Association method B. Series method (link method) C. Positioning method D. Clue method Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher comment: None 6. The possibility of anger includes (). A. Tired B. Sleepy C. Uncomfortable D. Frustrated Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher’s comment: None 7. A grateful person (). A. More optimistic B. More energetic C. More connected to others D. More likely to get enough sleep Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher comment: None 8. According to the Holland Interest Test, most people's personality traits can be summarized into the following types (). A. Practical type B. Research type C. Artistic type D. Social type E. Enterprise type F. Conventional type Full score: 2.00 points

Score: 2.00 points Your answer: ABCDEF Correct answer: ABCDEF Teacher comment: None 9. Maslow's hierarchy of needs theory includes the following levels: physiological needs, needs, Maslow's need hierarchy theory includes the following levels: physiological needs, needs, O() A., the need for belonging and love, the psychological need for respect B. Security needs C. Achievement needs D. Self-actualization needs Full score: 2.00 points Score: 2.00 points Your answer: BD Correct answer: BD Teacher comment: Temporary None 10. From the pre-anticipation stage of change to the anticipatory stage of change, the work to be done includes ()oA. Improve the cognitive level of behavior change B. Role-playing or scenario drills to enhance their feelings of inconvenience C. Re-evaluation of the environment D. Supervision question full score: 2.00 points Score: 2.00 points Your answer: ABC Correct answer: ABC Teacher comment: None 11. The factors of happiness proposed by Seligman include (). A. Positive emotions B. Immersion and participation C. Interpersonal relationships D. Meaning Achievement Full score: 2.00 points Score: 2.00 points Your answer: ABCDE Correct answer: ABCDE Teacher comment: None 12. There are () ways to regulate emotions. A. Attention transfer B. Cognitive reappraisal C. Meditation D. Reasonable venting E. Physical and behavioral regulation Full score: 2.00 points Score: 2.00 points Your answer: ABCDE Correct answer: ABCDE Teacher comment: None 13. The following are classics Psychosomatic diseases are (). A. Ulcer disease B. Hyperthyroidism C. Rheumatoid arthritis D. Bronchial asthma Full score: 2.00 points Score: 2.00 points Your answer: ABCD Correct answer: ABCD Teacher comment: None 14. Which of the following are positive emotions () . A. Think more about the happiness you have now. Everyone has a lot of happiness. Don't recall the misfortune of the past. All people have misfortune to some extent. B. My current depression, anxiety, and failure are all due to the misfortune I suffered in childhood. C. I want to treat the past with satisfaction, feel the present happily, and face the future optimistically D. Treat what happened in the past with gratitude, forgiveness and forgetfulness E. Pay attention to the present and experience the current happiness Full score: 2.00 points Score: 2.00 points Your answer : ACDE Correct answer: ACDE Teacher comment: None 15. Rogers divided the self-concept into two parts: and. () A. Actual self B. Ideal self