For liberal arts students, the political subjective question of the college entrance examination is a key point and a difficult point to score. How to answer subjective questions well? Is there any way to get high marks? Wang Wei, a political teacher in the middle school attached to Jida University, summed up his years of teaching experience in college entrance examination and provided two "coup" for liberal arts students in senior three.
Coup 1: the basic path of answering questions-step by step
Step 1: Review the questions first, and then review the materials. First of all, we should clarify the limitations of the proposition by asking questions: the limitations of knowledge (economic common sense or philosophical common sense, political common sense, cultural life or specific knowledge); Definition of question angle (whether to answer "what" or "why", "how" and "how to do it"); Definition of materials (whether to combine materials and which materials to combine); Object definition (what we need to analyze); Subject restriction (from the perspective of the party, the state, the government, enterprises, individuals, or operators, laborers and consumers). Secondly, when reviewing the materials, we should combine the questions to extract effective information, first find out the core idea, and then find out the relevant information around the core; If it is a table material, it is necessary to comprehensively interpret the title, header, data and endnotes of the table, and it should be detailed and comprehensive.
Step 2: Recall the basic knowledge such as concepts, viewpoints and principles related to problems and materials that Lenovo has learned, and strive to be comprehensive.
Step 3: Sort out the answer ideas, make a brief outline, guess how many key points there may be according to the score of the test questions, and decide whether to use deductive method (starting from the principle and combining with the material description) or inductive method (from the material analysis to the general principle).
Step 4: Write neatly and logically. Use subject terminology, clearly mark the serial number, and achieve standardization, paragraph, serial number and hierarchy.
Coup 2: Classification and arrangement of subjective questions-analogy
"What is it" type. It usually includes phenomenon and embodiment: phenomenon refers to what economic, cultural or political phenomenon the above materials reflect. First of all, the material is comprehensively analyzed and grasped as a whole; Secondly, find out all the economic, political or cultural issues contained in the written materials; Finally, the charts and data are converted into words and summarized directly, without introducing opinions and analysis. The material embodies the principles (principles), viewpoints, truths, etc.
First of all, it should be noted that a material embodies multiple principles and should be answered from multiple angles; Secondly, a variety of materials embody a principle and find the same point; Finally, pay attention to the format of the answer and the practice in the principle plus material (that is, how to embody it).
"Why" type. It usually includes reason, importance, necessity and significance: the reason is why it should be done, why it happened, and explain the reasons. First of all, the key points of the answer must have a causal relationship with the object of question; Secondly, the answer format is objective necessity plus meaning (importance). The topic of significance is to analyze the economic, political and cultural significance of ××. Among them, the economic significance includes: determining the main points according to different subjects (from countries, enterprises, residents/consumers, etc.). ); According to the nature and different links of economic activities, the key points are: fundamental nature: consolidating the dominant position of public ownership, giving play to the superiority of socialism, realizing common prosperity, building a harmonious society and realizing the goal of building a well-off society in an all-round way; Political significance: to the party, government, citizens, social hotspots and the international community; Cultural significance: carry forward national culture and cultivate national spirit.
"How" type. How to do it, what measures to take, and what enlightenment. The enlightenment question is what the above materials give us: first, we can understand the key words of the problem and the measures of material presentation from the materials; Secondly, only answer the method, and enlightenment is the method (how to do it).
The question of measures is what we should do. Please make reasonable suggestions. First of all, find a way from the material, the material presents negative phenomena, and its reverse is the correct method (such as environmental pollution, etc.). And its opposite is to strengthen environmental protection and rational use of resources); If the correct approach is presented in the materials, then it is only necessary to summarize and summarize this approach. Secondly, find methods from textbook knowledge; Thirdly, find ways from the current policies (major measures proposed by the Party Congress and the two sessions).
Types of "view, knowledge and comment" Talk about your views on xx or your understanding of the above materials (phenomena). First of all, contact the material and decompose the problem. Think about the problem from four angles: what, why, how and how. Choose a good angle to answer according to the specific requirements.
In short, there are methods to answer questions, but there is no fixed method. The key is to be right. Specific analysis, beware of fixed mode.
General answering mode+skills in high school history
1, historical background = (domestic+international) (economy+politics+culture+...)
(1) economic background = productivity+relations of production+economic structure+economic pattern+ ...
(2) Political background = political situation+system+system+policy+class+nationality+diplomacy+military+ ...
(3) Cultural background = ideology, religion+science and technology+education+ ...
2. Historical conditions: basically the same as background analysis, with more emphasis on favorable factors.
3. Cause breadth: Cause = subjective (internal cause)+objective (external cause)
⑴ Subjective reasons: the initiation of the event, economic, political and ideological factors within the participants.
⑵ Objective reasons: natural, social environment, external economic, political and ideological factors.
The breadth of reasons is basically the same as that of background analysis, with the background focusing on static analysis and the reasons focusing on dynamic analysis.
4. Depth of cause: cause: → direct → main → fundamental.
(1) Direct cause: the most direct accidental factor (fuse, excuse, etc. ) causes the event to happen.
⑵ Main reasons: including subjective and objective factors that triggered the incident.
(3) Roots: historical trends (development of productive forces, requirements of the times)+subjective needs, etc.
There are both hierarchical differences and contact infiltration between them. For example, the direct cause of the May 4th Movement was the failure of China's diplomacy at the Paris Peace Conference. The main reasons involved various contradictions at home and abroad at that time, including imperialist aggression, the dark rule of Beiyang warlords, the development of national capitalism, the growth of the proletariat, the influence of the October Revolution, the spread of Marxism and other factors. The root cause is the deepest factor among the main causes.
5. Contradiction analysis: contradiction between productive forces and relations of production, contradiction between economic base and superstructure, class contradiction, intra-class contradiction, ethnic contradiction, religious contradiction and contradiction between different interest groups. ...
Outline of the first round review of history in senior three.
Guest: Zhao Lijian, a senior history teacher of Beijing No.4 Middle School, and a famous teacher of Beijing No.4 Middle School.
In the study of liberal arts, some students have a headache about history and always feel that the knowledge points are trivial and can't be remembered. Senior three students are now facing a tense review stage. Zhao, a senior history teacher and a famous history teacher from Beijing No.4 Middle School, was invited to tell senior three students some key points of the first round of history review. Historically, two or three rounds of knowledge review are generally needed before the college entrance examination, of which the first round of review accounts for the largest proportion and the longest time. In this round of review, what methods should students take to achieve what review effect, try to talk about my humble opinion.
First, according to the general history system, build a complete and systematic knowledge framework as soon as possible. Traditionally, the first round of history review should be carried out in accordance with the general history system. Its basic goal is to master basic knowledge, cultivate basic abilities and methods, and establish a relatively complete knowledge system: to put complex historical phenomena into the corresponding knowledge framework and form a three-dimensional knowledge network.
Time is the most important factor in history. In the past, textbooks were generally written according to the general history style of China history before world history, ancient history before modern times. However, the current high school history textbook adopts a different modular (or thematic) narrative mode, that is, it summarizes and condenses a certain kind of problems (such as politics, economy, ideology and culture, etc.) in the process of human historical development, breaking the previous general history style and objectively causing inconvenience to students' review. If it is not handled properly, it will easily lead to the fragmentation of students' knowledge system, unable to understand and master specific historical phenomena in the corresponding historical background, and even easy to confuse the cause and effect of historical events. Therefore, the first round review of history in senior three should be based on the general history style, re-integrate the contents of teaching materials, and establish a standardized subject knowledge structure according to the general history style, which is the basis for mastering basic history knowledge and forming history learning ability.
Second, we should pay attention to mastering the basic knowledge of history.
History is made up of many historical events and historical phenomena. Grasping the origin of historical events and historical phenomena comprehensively and accurately is the most important thing in history learning. The abilities and methods that students need in the history discipline should be gradually formed in the process of mastering the basic knowledge. Therefore, the examination of the basic knowledge of history is the proper meaning of the college entrance examination. Therefore, mastering basic knowledge should be the key content of history review.
The basic knowledge of history can be roughly divided into:
1. Historical events. For this kind of knowledge, we should follow the background (reasons and conditions); Process (time, place, people, events); Results; Influence and other factors to master. For example, both sides of the Taiwan Province Strait have collected remnants of Fuchun Shan Jutu in the Yuan Dynasty. At the beginning of 20 10, both sides of the strait intend to jointly exhibit this work. The following works belong to the same dynasty as Fuchun Shan Jutu (20 10 Beijing College Entrance ExaminationNo. 14).
A. Gu Kaizhi's Luo Shen B. Wu Daozi's Born of Gautama Buddha
C. Wang Zhen's agricultural books D. Li Zhi's burning books
Answer: c
The key to solve this problem is: which historical period did the four works listed in the option come from, that is, to examine the element of "time".
2. Historical concept. Because the current high school textbooks adopt the modular theme narrative mode, the professionalism of history discipline has been improved and the corresponding historical concepts have been greatly increased. Take the ancient politics of China as an example, namely: abdication system; Hereditary system of the throne; Enfeoffment system; Patriarchal system; Authoritarianism centralization system; Emperor system; Three metric systems; County system; Triple system; Provincial system; Three provinces and six departments; Procuratorial system; Nine products were made in the middle; The imperial examination system ... Take China's ancient economy as an example, including: small-scale peasant economy; The bud of capitalism; Cabinet workshop; Flying money; Jiaozi; Business gang; Grass market; Silk Road; Well site system; Equal field system; Rent modulation; Recuperate; Emphasizing agriculture and restraining business; Maritime ban; Isolated from the outside world ...
It should be noted that the college entrance examination basically does not interpret the title of a concept itself, but focuses on students' grasp of the relevant historical facts of the concept and their understanding and application of the concept. For example:
Some people think that China's ancient theory of absolute monarchy was laid by pre-Qin legalists and developed by Confucian scholars in Han Dynasty.
The representative figures of these two stages are (Question 13 of Beijing Volume of 20 10 College Entrance Examination).
A. Xunzi, Dong Zhongshu B. Xunzi, Mencius
C. Shang Yang, Mencius D. Han Feizi, Dong Zhongshu
Answer: d
The key to solve this problem lies in a thorough understanding of the concept of "absolute monarchy" and a judgment based on the views and opinions of relevant historical figures.
Therefore, the key to grasp the concept of history should be its connotation, extension and related historical facts.
3. Historical figures. Man is the main body of creating history, and "seeing things but not people" will make history dry and pale, lacking the characteristics and charm that the discipline should have. In order to make up for this defect, there is a module of "Comments on Chinese and Foreign Historical Figures" in the elective books of the current textbook system, and corresponding topics have appeared in the college entrance examination, such as:
When discussing an ancient Greek philosopher, British scholar Russell said that utopia was one of his important thoughts, "it was the earliest one in a long list of utopias". Another important idea of this ancient Greek philosopher is (Question 20 of Beijing Volume 20 10 of the College Entrance Examination).
A. people are the standard to measure everything. idealism
C. Logical syllogism D. Virtue is knowledge
Answer: b
The key to solve this problem is to judge that this person should be Plato according to the conditions of "ancient Greek philosopher" and "one of his important thoughts is utopia", and then it is logical to choose "idealism".
It can be seen that the understanding of historical figures should focus on their most important activities, viewpoints and contributions.
Third, pay attention to improving the familiarity with teaching materials.
As mentioned above, due to the contradiction between the current textbook style and the general history system, and the differences in different textbook versions in some areas (such as Beijing People's Education Edition and Yuelu Edition), many teaching and research institutions and gatekeepers generally rewrite review materials for students according to the general history system. The advantage of this method is to reduce the review burden of students. The disadvantage is that students tend to ignore the use of textbooks in review, which leads to the decline of students' familiarity with textbooks. When there are questions in the test questions that examine the original textbooks (especially the marginal knowledge in textbooks such as illustrations, notes, tables and text boxes). ), the phenomenon of losing points will be more serious. For example:
The system of regional ethnic autonomy is an important political system in New China. Among the five ethnic autonomous regions in China, the earliest one is (20 10, question 19 of Beijing College Entrance Examination).
A. Xizang Autonomous Region, Inner Mongolia Autonomous Region
B. Inner Mongolia Autonomous Region and Ningxia Hui Autonomous Region
C. Xinjiang Uygur Autonomous Region and Ningxia Hui Autonomous Region
D. Guangxi Zhuang Autonomous Region and Xizang Autonomous Region
A: A.
The founding dates of Xinjiang Uygur Autonomous Region, Guangxi Zhuang Autonomous Region, Ningxia Hui Autonomous Region and Xizang Autonomous Region all appear in the notes in the textbook of People's Education Edition. It can be seen that familiarity with textbooks is a link that cannot be ignored in history review.
The above are some suggestions for the first round of knowledge review of senior three history, hoping to help students.
Zhao: A senior history teacher of Beijing No.4 Middle School and a famous lecturer of Beijing No.4 Middle School.