Lesson plan for a compulsory political course for the first grade of senior high school

#高一# Introduction If you don’t cultivate and sow, no matter how fertile the fertile soil is, you won’t be able to grow crops. If you don’t struggle or create, no matter how beautiful your youth is, you won’t be able to bear fruit. Don't let the boat of pursuit be anchored in the harbor of fantasy, but raise the sail of struggle and sail towards the sea of ??real life. The first-year high school channel has compiled the "Compulsory Lesson Plan for Political Course One for First-year High School Students" for those of you who are struggling. I hope it will be helpful to you!

1

1. Pre-class preparation

(1) The status and role of teaching materials

The frame of "National Finance" is inherited This part of the previous lesson on personal income distribution is an extension and in-depth study of national income. At the same time, the lower frame of taxation is introduced. Therefore, this frame plays a connecting role in the entire textbook. It has an important position that cannot be ignored and can inject new impetus for students to actively participate in economic life.

(2) Academic Situation Analysis

Knowledge related to the financial field is relatively unfamiliar to high school students, and they pay less attention to it in daily life. In addition, financial knowledge is relatively macro-level knowledge, which is also difficult for students to understand. This requires teachers to create situations so that students can construct knowledge and sublimate emotions in the situations to achieve informed integration.

(3) Teaching objectives

Emotional attitudes and values: Through learning in this box, students can enhance their national concepts, educate students to care about and support financial work, and focus on national interests and economic construction.

Capacity objectives: Use materials related to national fiscal policies to explain the huge role of finance, cultivate students' ability to analyze problems, and improve students' ability to understand the internal connections of things and grasp the essence of things.

Knowledge objectives: Through teaching, students will be able to memorize the meaning of finance, budget, final accounts, and financial revenue and expenditure, and understand the influencing factors of financial revenue and the huge role of finance.

(4) Key points and difficulties in teaching and their basis

Teaching focus: Factors affecting financial revenue

Basis for the key point: Only by mastering this point can we understand and Master finance and lay the foundation for future taxation.

Teaching difficulty: The role of finance

The basis of the difficulty: Why finance can play such a role is relatively theoretical and involves many knowledge points, making it difficult for students to understand.

(5) Teaching and learning methods

Teaching method: Give full play to the guiding role of teachers. I mainly used visual demonstration methods, student debates, group discussions, case analysis, and activity inquiry methods. and other teaching methods.

Learning method: fully embody the subject status of students, allowing them to personally experience in activities, from theory to practice, and change from passive acceptance to active inquiry. Let students transform from mechanical "learning and answering" to "knowledge", from "learning" to "knowing how to learn", and become true masters of learning. This class mainly adopts the following methods in guiding students' learning methods and cultivating students' learning abilities: thinking and evaluation method, analysis and induction method, independent inquiry method, and summary and reflection method.

2. Teaching process:

(1) Introduction of new course: Zhengzhou Metro

Before class, students first think about a question: my country’s No. 1 Where was the subway built and when was it completed?

(Students answer, teacher shows PPT1)

In 1969, China’s first subway line was built in Beijing; 40 years later, Zhengzhou Rail Transit Line 1 officially started construction. Zhengzhou thus becomes the 19th member city of China’s “Metro Club”. Then this east-west route is Metro Line 1, which together with Line 2 runs through the east, west, north and south of Zhengzhou. It is estimated that after the opening of Line 1 at the end of 2013, it will greatly reduce the traffic pressure in our city. By then our students will come to school It will be more comfortable and faster.

(Teacher showing PPT2)

These are the six subway lines planned by our city. The total investment is expected to be about 100 billion yuan. So let’s think about it. What is the cost of such a huge investment? Where does it come from?

　(Classmate: National Taxation)

Very well, everyone is very close to the essence of the problem. Most of the funds for the construction of Zhengzhou Metro do come from national taxation. , but in addition, a small part of the funds will come from other aspects of state revenue. Generally speaking, it is actually thanks to the huge support of the national finance that the country has such strong strength to build large-scale infrastructure and water conservancy projects such as subways. So, what we are going to learn in this lesson is: national finance (PPT3 screening).

Our learning objectives for this lesson are mainly twofold: First, what is fiscal revenue, and what are the influencing factors of fiscal revenue? Second, what is fiscal expenditure and what is its role? (PPT4)

(2) National Finance

1. The meaning, purpose and essence of national finance

Now I will give you 1 minute to quickly read the textbook 64 page and think about the three questions above. First, what is the meaning of state finance; second, what is the purpose of state finance; third, what is the essence of state finance.

(This link is relatively simple. For the third question, the teacher can appropriately guide students to pay attention to the main title of the textbook. After students think for a minute, ask students to get up and answer)

2. Country Budget and Final Accounts

Very good. In this way, we will have a clearer understanding of the connotation of national finance. Students who read carefully will find that in addition to national finance, the textbooks we read also mention Two professional terms, that is

(Student: National budget and national final accounts PPT5)

Next, let’s discuss what is the national budget and what is the national final accounts? Please see the report.

Wang Chunshan, the director of the Finance Bureau of Zhengzhou City, made a report at the xx Standing Committee Meeting of our city, saying that in 2016, Zhengzhou City’s fiscal revenue was 50.2 billion yuan , 113.3% of the budget was completed. Fiscal expenditure was 56.6 billion yuan, completing 9.69% of the budget. It is estimated that the municipal government's fiscal revenue in 2017 will be 57.8 billion yuan, and the total fiscal expenditure budget will reach 58.9 billion yuan.

1. What do the numbers 50.2 billion and 56.6 billion appearing in the materials indicate about Zhengzhou City? And what do the numbers 57.8 billion and 58.9 billion indicate about Zhengzhou City?

2. What do the numbers 50.2 billion and 57.8 billion *** in the material represent? What do the numbers 56.6 billion and 58.9 billion *** represent?

(Ask students to distinguish between national budget, national final accounts, fiscal revenue and fiscal expenditure)

In the material in the previous paragraph, we will find that our city’s performance in the past two years Fiscal revenue seems to be less than fiscal expenditure. So how should this situation be defined in economics? What if fiscal revenue is greater than expenditure? Let’s look at (PPT6)

(3) Fiscal revenue and expenditure

1. Fiscal revenue and expenditure relationship

Fiscal revenue is equal to fiscal expenditure and fiscal balance

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Fiscal revenue is greater than fiscal expenditure and fiscal balance

Fiscal revenue is less than fiscal expenditure and fiscal deficit

Since the specific figures of fiscal revenue and fiscal expenditure are difficult to estimate, It is quite difficult to achieve a situation where fiscal revenue is equal to fiscal expenditure. Therefore, when there is a slight fiscal surplus or deficit, we will also classify it as a balanced fiscal balance. Our fiscal revenue and expenditure of Zhengzhou City in the past two years The situation is basically one of fiscal balance. If the fiscal deficit is too large, the country will have to issue a large amount of bonds, which will lead to an excessive national debt burden. Similarly, if the balance is too large, it may mean that the fiscal funds cannot be fully utilized, which is also detrimental to the development of our country and the improvement of people's living standards.

2. Fiscal revenue and expenditure (Group Activity 1)

Speaking of the relationship between fiscal revenue and expenditure, let’s consider a very interesting issue. Boys must be able to make money, and they must be able to spend money. So today we all play Wang Chunshan, if we are responsible for the financial revenue and expenditure of Zhengzhou City.

Boys Team: Where will you get your financial revenue from?

Team *: How do you allocate these incomes?

Give everyone one minute to discuss, and then ask the team representatives to summarize the results of the group discussion. Each answer will be worth one point. The one with the most points is the winner. The discussion begins now.

(The teacher writes "fiscal revenue" and "fiscal expenditure" on the blackboard and is responsible for recording the students' answers, and finally conducts team evaluation)

Okay, whether it is a boy or* , we all performed very well, so let’s take a closer look at where the country’s income comes from? (PPT8)

Fiscal revenue: taxes, profits, debts and fees

(4) Fiscal revenue

1. Factors affecting fiscal revenue

We As you can see, taxation accounts for more than 90% of the country’s fiscal revenue. So does our country’s fiscal revenue remain unchanged every year? What exactly affects the amount of our country's fiscal revenue?

Please think back, students, what are the fundamental factors that affect the income of residents in our country?

(Classmate: Economic development level)

Very good, then let’s do a knowledge transfer and what are the fundamental factors that affect our country’s national fiscal revenue?

(Classmate: It is still the level of economic development)

It is indeed the level of economic development in our country. This is actually a process of making the cake bigger. Only if we continue to accelerate economic development and increase Only with the total amount of social wealth can our cake be bigger and better. So after making the cake bigger, it is inevitable to divide the cake. This is the second factor that affects fiscal revenue: my country’s distribution policy.

How to divide the wealth between countries, enterprises and individuals and formulate a reasonable distribution policy is the top priority. So do you still remember our distribution policy that we must adhere to and improve?

(Student: Distribution according to work is the mainstay and a distribution policy with multiple distribution methods coexisting)

2. More fiscal revenue is better or less is better? (Activity 2)

With the guarantee of rapid economic development and scientific distribution policies, my country's fiscal revenue has reached new highs every year. In 2011, fiscal revenue exceeded 10 trillion yuan for the first time, ranking second in the world. So is this situation of increasing fiscal revenue good or bad? We enter the second and final activity segment of today. (PPT10)

Exploration activity----Debate competition:

Background information: From January to June this year, our country’s fiscal revenue was 6.4 trillion. It is expected that by the end of this year, The fiscal revenue for the whole year will exceed 10 trillion. Judging from the numbers, our country is getting richer and richer. As citizens, can we feel the same way? From this, two different views were formed:

View 1: The more fiscal revenue, the better (boys team)

View 2: The less fiscal revenue, the better (* team)

Requirements: The group discussion lasts for 2 minutes, with both parties taking turns to speak, with the above points as the core.

In the last game, we had a slight advantage. This time the boys have to catch up, and we have to pursue the victory. Okay, let’s start discussing.

After the heated debate among students. The teacher elicited the point of view:

In fact, our financial revenue cannot be more, the better, nor less, the better. The reason is that if the country has more income, it will inevitably reduce the income of enterprises and people, affecting the development of enterprises and people's lives. On the contrary, if the state's fiscal revenue is reduced, there may be a lack of support for the construction of Daxing water conservancy facilities, and support for small businesses will also be reduced, which will ultimately affect the living standards of our residents. Therefore, our country’s fiscal revenue must be moderate.

(5) Fiscal Expenditures

Above, we have discussed fiscal revenue and its influencing factors. Next, let’s continue to understand the second content of this lesson: my country fiscal expenditure plays an extremely important role. First let’s look at function one.

1. The role of finance 1

This is a photo taken by Teacher Yang when he went to Yangzhou this year. On the way to Fuchun Tea House, I found such a slogan Tag: homeless begging helpline. Well, we are still very heartbroken when we see this scene. In fact, there are still many scavengers and homeless people in today's society. They have fixed homes and nowhere to live. They are vulnerable groups in our society. Then the redistribution of national income and providing a complete social security system for vulnerable groups in society are also very helpful in promoting social harmony.

Let’s look at what was mentioned in the interpretation report of the XX Congress: In terms of social security, we must have education, income from work, support for the elderly, housing, etc. . Promoting educational equity, establishing a basic medical and health care system, and ensuring and improving people's living standards are inseparable from the huge support role of the state's finances.

2. The role of finance 2

Next, finance also plays a role in promoting the rational allocation of resources. For example, my country's subway, energy, and transportation industries require relatively large capital investment, long construction cycles, and high investment risks. Without state support, individuals generally will not invest in the construction of such large-scale infrastructure.

3. The third role of finance

The last one is the role of national finance on the macroeconomy. Achieving stable economic development is inseparable from the basic balance between total social supply and total demand. But there are always times when the scale is uneven.

When the total social demand is greater than the total supply. The government needs to introduce tightening fiscal policies. Reducing economic construction at the beginning and increasing taxes will suppress aggregate demand, lower the inflation rate, and cool down the economy.

On the contrary, when the total social supply is greater than the total demand, the country will accordingly introduce expansionary fiscal policies. Increase economic construction spending, reduce taxes, and stimulate consumption.

This is the role of national finance in promoting the smooth operation of the national economy.

(6) Summary

The above is the main content of our lesson. (PPT shows the knowledge framework to summarize the lesson) Then through the study of this lesson, everyone will What knowledge have you mastered? What impressed you most? Everyone thinks for a minute, and then asks the students to share their thoughts.

II

1. Design concept

Guided by the spirit of the xx National Congress of the Party, we will create a learning and implementation of the "new era", "new ideas" and "new In a good atmosphere of "contradictions" and "new goals", the teaching strategy of inquiry learning is adopted to cultivate students' awareness and ability to participate in social welfare and develop students' core competencies.

2. Textbook Analysis

"National Finance" is the first box of the eighth lesson of the third unit of "Economic Life" in the People's Education Edition. The teaching content of this box reflects the provisions of the "New Curriculum Standards" to "evaluate a project undertaken by the government finance and explain the impact and role of the government's financial expenditure on public life and economic development". It is continued from "Distribution of Personal Income" It is inherited from "Taxation and Taxation". Therefore, this lesson plays an important role in this unit and serves as a link between the previous and the following.

3. Analysis of Academic Situation

According to the analysis of the students’ original knowledge structure, after the first-year high school students have learned the knowledge about consumption and production in "Economic Life", they have a preliminary understanding of how individuals in our country work. Participate in distribution. In order to achieve fair income distribution, the country must participate in social distribution, that is, finance. Finance is relatively unfamiliar to high school students, and they pay less attention to it in daily life. In particular, there is a certain distance between macro-control issues such as national fiscal policies and the actual life of students, and they are highly theoretical and difficult to understand. In teaching, we create situations and design inquiry activities to allow students to construct knowledge in situational participation, thereby cultivating their ability to participate openly.

IV. Teaching Objectives

1. Knowledge Objectives:

Understand the meaning of finance, budget, final accounts, fiscal balance of payments, and fiscal deficit, and understand finance The influencing factors of income and the huge role of finance.

2. Capability objectives:

Initial mastery of the practical ability to use fiscal policy to achieve smooth economic operation.

The ability to make rational suggestions for the government to increase fiscal revenue.

The thinking ability to dialectically understand the phenomenon of fiscal deficit.

3. Emotions, Attitudes and Values ??Objectives:

Feel the nature, functions and principles of use of our country’s national finance, and enhance patriotism.

Pay attention to the content of national fiscal expenditures, pay attention to national and social development, and enhance the sense of ownership.

5. Course Type: New Teaching

6. Class Hours: One Class Hour

7. Teaching Focus: The Role of Finance, Factors Affecting Financial Revenue

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Basis: The role of finance involves government macro-control policies, government performance of functions and other knowledge, which students have not yet learned and should be focused on.

8. Teaching Difficulties: Finance has the role of promoting the smooth operation of the national economy

Basis: Finance has the role of promoting the smooth operation of the national economy, involving government macro-control policies and market economy theory. Knowledge is more difficult.

9. Teaching aids: multimedia

10. Teaching methods

(1) Teaching methods

The "Basic Education Curriculum Reform Outline" points out , "It is necessary to change the tendency of the curriculum to focus too much on knowledge transfer, and emphasize the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and basic skills becomes a process of learning to learn and forming correct values." According to the characteristics of students and teaching materials, we mainly use There are several teaching methods as follows:

1. Situational teaching method. Use multimedia to display graphic materials and create life situations that are conducive to teaching activities.

2. Interactive teaching method. Through inspiring questions, we guide students to think, develop students' thinking, and cultivate scientific thinking abilities.

3. Collaborative inquiry method. Focus on the key points and difficulties of the teaching content, carry out activity exploration and cooperative inquiry, and give full play to the main role of students.

(2) Learning method

1. Case study method.

2. Inquiry learning method. In the division of labor and cooperation in groups, independent learning, cooperative learning and inquiry learning are carried out.

3. Link theory with practice. Pay attention to life, integrate theory with practice, and apply what you have learned.

11. Teaching Process

Teaching Steps

Teacher Activities

Student Activities

Design Intention

Create scenarios

Experience introduction

The teacher showed the courseware, and teachers and students jointly studied the "new era, new ideas, and new contradictions" in the report of the xx National Congress of the Communist Party of China. , new goals” discussion.

The xx report proposed that we must persist in ensuring and improving people's livelihood in development, and ensure that children have education, learning is taught, work is earned, illnesses are treated, the elderly are supported, and housing is provided. We will continue to make new progress in supporting the poor and disadvantaged, ensuring that all people have a greater sense of gain in building and enjoying development.

Leading to how to resolve conflicts, ensure and improve, and achieve goals requires national capital investment and cannot be separated from financial support.

Where do the national funds come from? Where to use it? What role will it play?

Students learn to understand the spirit of the 19th Report and think about how to protect and improve people's livelihood?

Students try to analyze and solve problems from the perspective of life experience.

Starting from the students’ actual life, starting from the students’ own needs, respecting the students’ life experience, and cultivating students’ ability to participate in real life.

Independent learning

Interpretation of terms

Section 1: Finance and fiscal revenue and expenditure

Guide students to read page 65 of the textbook and master finance And concepts related to financial budget and final accounts.

Terminology interpretation:

1. Finance

2. Financial budget

3. Final financial accounts

Teacher Display courseware:

Interpretation: financial meaning, purpose, and essence.

Interpretation: financial budget and final financial accounts.

Students read the content on page 65 of the textbook and find the concepts of financial meaning, financial budget, and financial final accounts.

Adhere to students’ dominant position, cultivate students’ independent learning ability, and develop students’ core competencies.

Display materials

Obtain information

Teacher presentation:

2015-2016 my country’s tax revenue, non-tax revenue, fiscal revenue, Data tables on tax proportion, fiscal expenditure, and fiscal deficit.

Question: What is the correlation between the data in the chart? What valid information can be obtained?

Help students understand:

4. Sources of financial revenue: taxes, profits, debts, others. Among them, taxation is the main source.

The teacher shows the 2017 national fiscal expenditure structure chart and guides students to summarize:

5. Purpose of fiscal expenditure: economic construction expenditure, science, education, culture and health expenditure, administrative management and national defense expenditure, Debt expenditure, social security expenditure

The teacher guides the students to analyze the phenomenon that expenditure is greater than income in the chart and draw the conclusion:

6. Three relationships between fiscal revenue and expenditure: fiscal balance, fiscal surplus, Fiscal deficit

The deskmates communicated and discussed, looking for correlations between data and exploring the composition of fiscal revenue.

View the fiscal expenditure pie structure chart to understand the purpose of fiscal expenditure.

Comparing fiscal revenue and fiscal expenditure, we can conclude that from 2015 to 2016, my country's fiscal expenditure was greater than revenue. Understand the three relationships between fiscal revenue and expenditure.

Cultivate students’ ability to obtain and interpret information, analyze problems, and use knowledge to describe and demonstrate.

Activity exploration

Highlight the key points

Section 2: Factors affecting financial revenue

Teacher presentation:

2006 —2016 GDP growth trend chart.

Fiscal revenue growth rate chart from 2006 to 2016.

Guide students to discuss and analyze:

1. What is the relationship between the growth rate of fiscal revenue and the growth rate of GDP? What conclusions can be drawn?

The teacher guides students to draw the conclusion: the level of economic development affects fiscal revenue.

2. Is the more fiscal revenue the better?

The teacher shows a picture of a cake divided into three. Three people divided the cake: student A represented the Ministry of Finance; student B represented the enterprise; student C represented the individual.

Activity requirements: Ask three representatives to choose one of the three cakes A, B, and C of different sizes and explain the reasons.

When students may choose B for a small block or C for the smallest block, teachers should apply knowledge related to production and consumption to conduct timely comments and analysis.

The teacher guides students to draw the conclusion: distribution policies affect fiscal revenue, and reasonable distribution policies should be formulated.

Students analyze and compare data, find and discover the correlation between GDP growth rate and fiscal growth rate, and say that economic growth affects fiscal revenue, and the two are positively correlated.

Students recommend representatives, who each go on stage to choose a piece of cake and state the reasons for their choice.

If there are differences in the selection, ask other students to evaluate and seek a balance.

Cultivate students’ public spirit and feelings of family and country, thereby improving students’ core academic competencies.

Let students take the initiative to discover and explore problems during learning, thereby gaining the experience of personally participating in inquiry, cultivating students' inquiry spirit and cooperative learning ability, and building an open and inclusive learning atmosphere.

Cooperation and exchange

Breaking through difficulties

Section 3: The role of finance

Teacher displays inquiry materials one:

Interpreting the fiscal revenue and expenditure chart of Xi'an City in 2016, 82.2% of the fiscal revenue was used in the field of people's livelihood.

Exploration questions:

In what areas do you think more fiscal expenditure should be used? Which ones belong to the field of people's livelihood? What role does it play in the field of people's livelihood?

From the students’ enumeration, the teacher guides the students to analyze the material security that finance promotes social equity and improves people’s lives through the redistribution of national income.

Teacher displays research materials 2:

In January 2017, 126 major projects with a total investment of 115.3 billion yuan in Xi'an officially started construction. There are 20 infrastructure construction projects with a total investment of 34.14 billion yuan.

Exploration questions:

What are the characteristics of infrastructure engineering projects? Will social capital invest? Who will invest in these constructions?

Teacher displays inquiry materials three:

Economic phenomenon one: prices of steel, cement, coal, chemical products, pork, and eggs continue to rise

Economic phenomenon two: Prices of steel, cement, coal, chemical products, pork, and eggs continue to fall

Judgment: Which situation is economic overheating (inflation)? Which situation is economic stagnation (deflation)?

Analysis: What is the essence of inflation or deflation?

Measures: How to use fiscal policy for regulation?

The teacher reminds students to consider measures from two aspects: fiscal revenue and expenditure.

Teachers should instruct students to describe the specific measures and results transmission process.

The teacher summarizes expansionary fiscal policies and measures and tightening fiscal policies and measures based on the students’ research conclusions.

Students named areas related to people’s livelihood and further thought about what is the main purpose of financial investment in people’s livelihood.

Understand that finance is a powerful material guarantee that contributes to social equity and improves living standards.

Based on the teacher’s analysis, the students said that social capital is unwilling to invest because the company aims to make profits.

Group exploration: Students are divided into four groups, two groups explore phenomenon one, and two groups explore phenomenon two.

Group cooperation and exploration, students discuss and read textbooks to find relevant knowledge points or economic theories. The team leader records the conclusion of the investigation.

Speak in groups and share the conclusions of the research.

Use students’ life experience to connect with real life and strengthen their understanding of the role of finance.

Skillfully design teaching activities to guide students to participate openly and find the combination of knowledge and activities.

Through research-based learning, high school students can develop their innovative spirit and practical ability, as well as their ability to comprehensively use knowledge to analyze and solve problems.

Further develop students’ main role in the classroom and improve students’ ability to participate in class.

Summary and summary

Build a system

The teacher asked the students to summarize: What did you learn today through this lesson?

Students summarize based on what is written on the blackboard.

Students summarize and organize the knowledge points they have learned by themselves to form a knowledge system.

Knowledge transfer

Formation ability

The teacher shows the 2015 college entrance examination chart multiple-choice questions.

Students review questions, observe charts, apply knowledge, and solve problems.

Use the knowledge you have learned to solve problems and provide feedback on teaching effectiveness.

12. After-school homework

Read the materials and complete the following requirements:

Lesson 8 Finance and Taxation First Box National Finance Teaching Design

Gross Domestic Product

Fiscal Deficit

Deficit Ratio

2014

63.59

1.2

　2.1

　2015

　68.91

　1.62

　2.3

　2016

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74.41

2.81

3

Note: The international safety warning line for the fiscal deficit rate per 100 million yuan is 3

Combined with the economic knowledge learned, analyze the rationality of increasing the fiscal deficit in my country at this stage.

Thirteen. Blackboard writing design

1. Finance

(1) Meaning:

(2) Meaning of national budget and national final accounts

(3) Sources of fiscal revenue:

(4) Specific purposes of fiscal expenditures:

(5) The relationship between fiscal revenue and expenditure

2. The main factors affecting fiscal revenue: economic development level and distribution policy

3. The main role of finance

(1) National finance is to promote social equity and improve Material guarantee for people’s lives

(2) National finance has the role of promoting the rational allocation of resources

(3) National finance has the role of promoting the smooth operation of the national economy

Fourteen. Feedback and evaluation

Multiple choice questions

1. The State Council decided that the financial subsidy standard for my country’s basic medical insurance for urban and rural residents in 2015 will be increased from 320 yuan per person per year in 2014 to 380 yuan per year. Yuan, among the following options, the correct understanding of this decision of the State Council is

A. Raise the medical subsidy standards and optimize the consumption structure of urban and rural residents

B. Improve the initial distribution mechanism, Coordinate the interests of the state and individuals

C. Increase redistribution and improve the level of basic medical insurance for urban and rural residents

D. Increase the money supply and improve the financing of basic medical insurance for urban and rural residents Level

Non-choice questions

Materials:

According to the requirements of targeted poverty alleviation and targeted poverty alleviation recommended by the Central Committee of the Communist Party of China in the “Thirteenth Five-Year Plan”, H City Party committees and governments at all levels bravely shoulder the responsibility of poverty alleviation, actively innovate poverty alleviation methods, use central and provincial fiscal poverty alleviation funds, support the development of specialty industries and transfer employment to those with labor ability, and implement poverty alleviation for those who "one area of ??land cannot support one person" Relocation and the implementation of comprehensive security policies for those who lose the ability to work have opened up a new situation in poverty alleviation and development work.

Combine the materials and use the knowledge of the role of finance to analyze the economic principles contained in the methods adopted in H city’s poverty alleviation work.