约4550字。
　　《甲午中日战争和八国联军侵华》教案
　　绥宁一中  杨向阳
　　教学目标
　　1、知识与技能
　　（1）掌握列强发动这两次大规模侵华战争的背景，剖析西方列强侵华的原因、目的和实质。
　　（2）掌握列强强迫签订的不平等条约的主要内容。剖析不平等条约对中国的危害性，理解中国半殖民地半封建社会秩序是逐渐形成的。 
　　2、过程与方法
　　（1）通过历史图片和历史资料提出问题，引导学生探索西方列强发动侵华战争的原因和目的。
　　（2）引导学生明白对重大历史事件的学习是围绕着“背景（原因）—经过结果—影响”三部曲展开的，让学生学会和掌握学习历史的逻辑思维方法和归纳对比的学习方法。                                                                                                                                                                                                                                                                                                                                                                    
　　（3）引导学生对不平等条约内容进行列表和纵向比较，让学生从中概括和归纳其危害性。    
　　3、情感态度与价值观                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
　　通过学习，深切理解“落后就要挨打”这一道理，形成国家、民族的历史使命感，形成社会责任感，树立为国家富强、人类和平与进步事业做贡献的人生理想。
　　教学重点和难点
　　教学重点：甲午中日战争和《马关条约》；八国联军侵华和《辛丑条约》。                                                                                                                                                                                                                                                                                                                                                                                                                                                                                      
　　教学难点：《马关条约》和《辛丑条约》对中国的影响。
　　教法学法      
　　（一）教学方法
　　采用采用点帮助生讲授法、对比法、问题教学法、合作探究法。
　　本课内容学生在初中已粗浅学过，已形成初步的感性认识，对本课教学有利。但如果不设置“创新点”，精心创设问题情境，引导学生积极参与，主动探索，挖掘学生潜力，发挥学生主体作用，指导学生学习方法，就只是重复以前内容，不能使学生深化知识，培养能力。因此，本课教学采用两次战争按“背景—进程、结果—影响”三部曲的主线同步并行的方式。                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
　　（二）学法指导                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
　　指导学生对重大历史事件学习的思路和方法，并培养学生对重大历史事件进行对比学习和归纳概括能力，进行问题探究培养学生独立分析问题和解决问题的能力。
　　学情分析：
　　根据高一学生的心理特征以及我校学生的具体情况而采用以上教学法。高中学生的抽象能力和对某些历史理论的理解能力虽有较大程度的提高，但在初中因为普遍不重视历史课的教学，学生对历史知识储备和认知水平有限，因此，仍需根据学生的理解能力和已有的知识，采取深入浅出、形象生动的方法进行因势利导，不断启发，点拨和矫正。
　　教学过程
　　1．导入新课：
　　2004年全国人大二次会议期间，温家宝总理答记者问时引用的清末诗人丘逢甲《春愁》一诗，先让学生齐声朗读。然后提问学生：这首诗写于哪一年？为什么四百万人同一哭？诗人抒发了怎样的感情？今天我们就一起来重温我们中华民族这一段辛酸的历史——《甲午中日战争和八国联军侵华》。
　　同学们，对重大历史事件的学习，我们应按照怎样的思路和步骤去学习？学生回答后老师指出：
　　今天我们对甲午中日战争和八国联军侵华这两个重大历史事件的学习，也按“背景—过程（进程）—结果—影响”的思路和步骤来进行学习，但我们今天不是按这个思路学完一个重大历