I. teaching material analysis
Teaching material status
The textbook of this lesson mainly introduces the formation of the bipolar pattern of the United States and the Soviet Union after the Second World War and its influence on world history.
Learning this lesson will help students to grasp the development trend of world international relations after World War II from a macro perspective and cultivate their noble qualities of safeguarding world peace and opposing hegemonism and power politics.
Emphasis and difficulty in teaching
Focus: Measures and manifestations of the "Cold War" between the United States and the Soviet Union.
Difficulties: the relationship between the United States and the Soviet Union in the state of "Cold War" and its influence on the international situation
Teaching objectives
Understand the formation of bipolar pattern and its influence on world international relations.
Process and method: adopt multimedia courseware to teach, respect students' dominant position, and guide students to complete the teaching of this course through reading induction, discussion and analysis.
Emotional attitude and values: national interests determine a country's diplomatic direction.
Second, talk about learning.
High school students' historical knowledge reserve and cognitive level are still limited, so teachers still need to adopt simple and vivid methods, take advantage of the situation, and constantly inspire, guide and correct.
Third, teaching methods and learning methods:
The curriculum standard stipulates that students should "learn to analyze and solve problems with Marxist scientific view of history"; "Advocate students to study actively, cultivate the ability to explore historical issues and the scientific attitude of seeking truth from facts".
According to the above new curriculum reform concept, the following teaching methods are designed:
(1) Multimedia-assisted teaching method: increase classroom capacity and simplify complex problems.
(2) Guiding discussion: cultivating students' ability to observe, analyze and solve problems.
(3) Observation learning method: By observing historical relics and historical sites, students are guided to discover their characteristics and historical contents, laying a foundation for the development of students' thinking and imagination.
(4) Practical learning method: Students learn history through social investigation and situational imitation.
Fourth, the teaching process
Link 1: scene import
With a set of photos, this paper vividly reflects the changes in the international situation after World War II and the comparison of national forces, and analyzes the reasons why the United States and the Soviet Union changed from wartime alliance to post-war opposition.
(One reflects the friendship between the United States and the Soviet Union, and the other reflects the opposition between the United States and the Soviet Union)
Link 2: Reading Thinking
Appropriately replenish raw materials, guide students to analyze the causes of the Cold War, and cultivate students' ability to handle raw materials.
In this process, we should pay attention to the characteristics of "tit for tat" in the cold war between the United States and the Soviet Union, so that students can learn independently and find concrete manifestations of struggle.
Link 3: Inductive analysis and observation.
Use courseware to help students learn through questions, pictures and video materials.
Focus on the analysis of the influence of the "cold war" on post-war international relations and solve the difficulties in this lesson.
Link 4: Course Summary
Link 5: Teaching evaluation
Evaluate students' concentration, participation and thinking ability in the learning process in a timely and appropriate manner.
At the same time, in all stages of the teaching process, we should pay attention to guiding students to practice in class with typical cases of college entrance examination.