It is every teacher's lifelong pursuit to give every class a wonderful lesson, but the reality is that many teachers' history classes have become the least favorite classes for students. Of course, telling stories in history class is not to tell stories, nor is it simply to arouse students' enthusiasm for learning history, but to achieve teaching purposes, because history class is not a lecture room, and students should learn from it, not listen. This paper intends to take the Exploration of Socialist Road, the second lesson of the ninth grade world history, published by People's Education Press, as an example to talk about my own practice.

This lesson has two major contents: one is Lenin's exploration of the road of socialist construction; The second is the socialist construction of the Soviet Union. Judging from the newly discovered historical facts, the content in this article is not only too simple, but also some viewpoints are outdated. It is impossible for students to understand the disintegration of the Soviet Union in the 20th century on the basis of this lesson. Lenin's words are quoted in the text: "We plan to adjust the production and distribution of national products in a small-scale peasant country through direct orders from the proletarian state." . Real life shows that we are wrong. "As a reason to implement the new economic policy, teachers will make full use of this material, but the materials in the textbook are too simple. We can't see why Lenin changed his policy and what changes he made during Stalin's time. If you introduce the following materials, it will have a good effect.

192 1 In the spring of last year, Russian farmers who had endured the system of collecting surplus grain for three years could not see the possibility of improving their lives at the end of the war, and their dissatisfaction was growing day by day, so they began to resort to action. ...

The situation in the army is also very bad. Years of fighting exhausted the soldiers. Most of them come from rural areas. In correspondence with their hometown, they learned about the rural economic crisis, the abuse of power by local governments, and a large number of recruitment. And their dissatisfaction is increasing day by day, and the combat effectiveness of the army is getting lower and lower. In this case, the situation in Russia beginning with 192 1 becomes very bad.

The sailors at the Rolandostad base were once an important pillar force for the Bolsheviks to seize power ... Under the influence of frequent peasant riots and workers' strikes, Rolandostad was also filled with dissatisfaction with the Soviet government.

..... 192 1 February, the restless sailors learned the news of the workers' strike in Petrograd, and also made a public uproar.

On March 2nd, a congress was held at the National Education Museum in Lauronstad. The central topic of the meeting was the re-election of the Soviet Committee in Lauronstad.

The peasant uprising is the fundamental reason for the Bolshevik Party to change its grain requisition policy, and the final driving force of the reform is the sailor uprising in Lauronstad.

After showing the above materials, explain to the students that it is based on the above situation that Lenin realized that the wartime production policy was unpopular and began to implement a series of new economic policies on March 23, 192 1, starting with the grain tax, instead of the grain collection system. In this way, students are not only shocked, but also understand the real reason for the implementation of the new economic policy. The teacher then explained to the students that Lenin initially implemented the new economic policy as a temporary policy, and many senior party leaders disagreed, among which Stalin was extremely opposed, but later Lenin found that the new economic policy should be implemented for a long time, which was clearly discussed in his later book On Cooperatives.

In this way, through the fate of the new economic policy, it is natural to transition to the second issue, that is, the socialist construction of the Soviet Union, that is, to start implementing the wartime production policy. After Stalin's transformation, it became the Stalin model, which was implemented from the first and second five-year plans of the Soviet Union. In this way, the two issues are organically integrated, and the general reasons for the subsequent disintegration of the Soviet Union are clear.

Ge, Zhou Xiao? Mr. Wang said in What is History: "Some people benefit from the same history, while others are fooled. The key is what to learn and how to learn. " It is our bounden duty to let students learn the real history in order to enlighten their wisdom and gain true knowledge.