History lecture draft template: The Development of American Economy

Dear examiners, hello, I'm today's examinee.

I said the topic of the class was "The Development of American Economy". According to the concept of the new curriculum standard, I will explain this lesson from teaching material analysis, analysis of learning situation, teaching objectives, teaching methods and teaching process with the idea of what to teach, how to teach and why to teach like this.

First, talk about the textbook

Transition: teaching material analysis is the premise and foundation of a good class. Before the formal content begins, I will talk about my understanding of the textbook.

The Development of American Economy is the content of Lesson 8 in the ninth grade of junior middle school history published by People's Education Press. This lesson introduces the basic situation and main reasons of American economic development from the 195s, 196s to 199s after World War II in three stages: post-war prosperity, crisis and economic adjustment and the emergence of new economy. The United States is a typical representative of the capitalist world. After the war, the American economy also promoted the development of the whole world economy. Understanding the course of American economic development and analyzing the reasons and characteristics are of great significance for studying Western Europe, Japan and even the whole capitalist world economy.

Second, talk about learning situation

Interlanguage: To have a good history lesson, we should not only deeply analyze and study the teaching materials, but also have a deep grasp of learning situation.

The target of this course is ninth-grade students. After two years' study, they already have a certain historical thinking and can think abstractly, but they are unfamiliar with economy, especially the economic terms involved in this course, such as economic growth rate, inflation, new economic era, knowledge economy, informatization, etc., which make it difficult for students to understand. Therefore, I will be able to supplement some historical facts appropriately, simplify abstract theories and deepen them without increasing the burden on students.

Third, talk about teaching objectives

Transition: The new curriculum standard is the starting point and basis for setting teaching objectives. According to the requirements of the new curriculum standard for this course, I have set the following teaching objectives:

Knowledge and ability

Summarize the main characteristics of American economic development after World War II; Analyze the causes of American economic development after World War II.

process and method

through the analysis of charts such as "the development of American economy after World War II" and "the proportion of American economy in the world economy in the early post-war period", we learn how to use chart data to analyze and solve historical problems.

Through group discussion, students can feel the confrontation and collision of different viewpoints, and improve their ability of autonomy, cooperation and inquiry learning.

Emotion, attitude and values

Understanding the progress of science and technology is a new driving force for the economic development of the United States after World War II, and the concept that science and technology are the primary productive forces has been formed.

Fourth, stress and difficulty in teaching

Transition: On the basis of thoroughly reading the textbooks, I have determined the following teaching emphases and difficulties:

Emphasis

The course of American economic development after World War II and its reasons.

Difficulties

Science and technology are the primary productive forces, and scientific and technological innovation plays an important role in the economic development of the United States.

V. Talking about the transition of teaching methods

Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning." Therefore, I pay special attention to the choice of teaching methods in the teaching process.

in this class, the main teaching methods I adopt are talking, historical materials teaching and group discussion. Through heuristic teaching, students can think positively and achieve the teaching purpose of imparting knowledge, ideological education and cultivating ability.

VI. Talking about the teaching process

Interlanguage: Next, I will talk about the teaching process of this class in detail. In the teaching process of this class, I pay attention to highlighting the key points and difficulties, paying attention to the interaction and communication between teachers and students, and maximizing the enthusiasm and initiative of students to participate in the classroom.

link 1: introducing new lessons

I will introduce experience in this lesson. I will show McDonald's, KFC, Coca-Cola, Pepsi, Nike, Apple and other trademarks on PPT, and ask: Students are very familiar with these brands, so do you know which country these brands are from?

after the students answer the questions in the United States, I will further ask: We enjoy the benefits brought by the American economy every day. Do the students know how the miracle of American economic development was created after the war? Take advantage of the situation to introduce new lessons.

The introduction of trademarks that students are familiar with can not only attract students' attention, stimulate students' desire to understand American economic development, but also guide students to realize the connection between history and reality, reflecting the comprehensiveness of history curriculum.

link 2: new lesson teaching

in the new lesson teaching, I will first show the "map of American economic development after World War II" and tables on PPT, and ask: What are the characteristics of American economic development in different periods after World War II?

Students can draw the conclusion that the economic development of the United States after World War II can be divided into three stages by reading textbooks and watching charts. Finally, I will summarize and show it on PPT:

After students understand the characteristics of the stages of the economic development of the United States after World War II, I will ask further questions: Then why did the American economy show three completely different stages after World War II? Then lead the students to discuss the reasons of American economic development at each stage.

1. Post-war prosperity

First of all, I will lead students to the 195s and 196s, and show pictures on PPT-"The proportion of American economy in the world economy in the early post-war period", "American students are using computers" and "Looking at the earth from the moon", and ask students to think about the reasons for the post-war American economy in combination with pictures and the material "Great development of industrial production" on page 49 of the textbook.

after the students answer, I will further clarify that the United States is the most prosperous country in the world during this period, occupying a vast international market; Vigorously develop basic education; Make use of high-tech achievements to improve the production technology of traditional industries and develop emerging industries and military industries.

The design intention section summarizes the reasons for the economic development of the United States by showing charts and pictures, which can improve students' ability to analyze and interpret charts, while intuitive pictures and charts also avoid the digitization of materials, which can enhance students' interest in learning and kill two birds with one stone.

2. Crisis and economic adjustment

Prosperity is followed by crisis. Next, I will ask students to read the small words "economic crisis" and "debt increase" in the textbook, and deeply understand the reasons for the limited economic development in the United States during this period. At this stage, middle school students will be exposed to professional economic terms such as inflation. At this time, I will explain to you with popular examples in life, and guide students to realize that the basic meaning of inflation is currency depreciation and price rise, so that students can understand the performance of the American economy more easily during this period.

I use the historical materials teaching method in the design intention. Analyzing the reasons from the historical materials is conducive to cultivating students' historical awareness of learning from history and improving their ability to extract historical information from historical materials.

3. The emergence of the new economy

The concept of the new economy is unfamiliar to students, so I will introduce this concept to guide students to realize that the new economy era is the knowledge economy era, which in layman's terms is the "knowledge-based economy", including the development of network, information technology and other high-tech and other basic contents, and I will show pictures of the Internet and information superhighway in time to guide students to realize that the main characteristics of the new economy are informationization and globalization.

Next, I will ask students to read the fine print in the textbook, and understand that the reason why the American economy entered the new economy during this period was to reform the social economy and intensify the development of educational science and technology, and promote the development of high-tech represented by the information industry.

after students understand the above knowledge, I will show "the schematic diagram of economic structure in the new economic era" and "the factors of scientific and technological progress in the labor growth rate in western countries", and ask: what conclusions can we draw by observing these two pictures?

Students take the history group as a unit, and have a free exchange and discussion for 5 minutes. After the discussion, the representatives of the group can speak freely, and other groups can make supplements. Finally, I will further summarize the students' speeches, and make it clear that science and technology are the primary productive forces and have made outstanding contributions to the development of the American economy.

Session 3: Summary homework

Summary: In the summary session, I will lead the students to review the key knowledge of this lesson with blackboard writing as a clue.

Homework: At the end of the class, I will ask students to collect the development history of Ford after class, and learn about the development of American economy from the development process of Ford.

The way of summarizing teachers and students not only achieves the purpose of consolidating knowledge, but also embodies the idea of taking students as the main body in the new curriculum reform; Open homework design can improve everyone's interest in learning and let students actively participate in classroom learning.

VII. Design of blackboard writing

My blackboard writing design is based on the principle of intuition and conciseness, and the following is my blackboard writing design: