第25课《两极世界的形成》教学设计（The twenty-fifth class form bipolar world teaching design）.doc

第25课《两极世界的形成》教学设计（The twenty-fifth class form bipolar world teaching design） The twenty-fifth class form bipolar world teaching design A, class design A major feature of the 1. lesson is a difficult concept, strong theory. Students should master the Yalta system and the bipolar structure, the iron curtain of cold war etc.. 2. to strengthen the integration of teaching materials, to simplify, easier, bold on teaching materials. 3. try to use the rich teaching resources, improve teaching effect, expand the horizons of students. Two, analysis of teaching content 1. Curriculum Requirements: to understand the formation of us Soviet confrontation, understanding of the influence of the Soviet Union and the United States cold war on the relationship between international development after the second world war. The main contents of the 2. class after World War II in the Yalta System in the United States and the Soviet Union led the formation of the bipolar pattern. Learning this lesson can pave the way for the next lesson, to enable students to understand the status of the development of modern international relations. Three, analysis of the situation The junior middle school stage although the mention of the post-war international relations, but not as an independent chapter about students of this class, the historical concept and a deeper understanding of the phenomenon is difficult to. The history of knowledge and ability of students are not optimistic. But the major international relations and the Soviet confrontation thrilling scene, easy to arouse the students interest. Four, the design of teaching goal 1. knowledge and ability (1) to understand the situation of the world after World War II, the history of the formation of bipolar confrontation (2) recognize the significant impact of the U. S. - Soviet cold war of international relations after the Second World War the development, develop the students ability of using dialectical materialism comprehensive evaluation of