Fang Ping of Ningxia Zhongwei Middle School

Since the new curriculum reform started by the Ministry of Education in 2004, many new teaching ideas and evaluation ideas have been put forward in the new curriculum reform, which has influenced the changes in the ideas and methods of college entrance examination. So in the face of the college entrance examination, we should do the following.

First, seriously study the curriculum standards, change ideas, and grasp the college entrance examination.

"History Curriculum Standard for Senior High School" embodies the concept and content of curriculum reform, and is the basis for teaching, students' academic evaluation and talent selection in college entrance examination. Therefore, studying the curriculum standards seriously is the basis of grasping and adapting to the college entrance examination. When studying curriculum standards, we can see the following changes:

1. The content of the exam changed from all-inclusive general history to specialized history with relatively concentrated knowledge.

The content system of the new curriculum standard appears in the form of learning theme. Of the three compulsory modules, 25 are related to the learning themes at home and abroad, which reflect the important historical contents of human society, politics, economy, ideology and culture, science and technology, etc. , and combined with several historical topics into a whole, weakening the historical discipline system, so the knowledge of the college entrance examination will have a comprehensive and all-encompassing general history, condensed into a representative and general one. Generally speaking, under the new curriculum, the scope of the history examination has been greatly reduced, but the depth and breadth of the examination content have been continuously enhanced. For example, the topic "Ancient Political System in China" is characterized by centralization and absolutism, but it covers the history of more than 2,000 years since the Warring States Period. Therefore, when investigating this topic, the proposer does not have to expand the knowledge horizontally, but can dig deep into the content vertically, such as:

In the multiple-choice questions of Ningxia college entrance examination in recent four years, the history of Song Dynasty has been involved in four years: in 2007, the function of Shu Gate in Song Dynasty was the same as that in Tang Dynasty, in 2008, the general judgment of Song Dynasty was investigated, in 2009, the enhancement of commercial function in Song Dynasty was investigated, 10 year, and the formation of Neo-Confucianism in Song Dynasty was investigated from the perspective of Wang Anshi.

Then put the Ningxia papers in the last four years on the national 1, the second papers and the Hainan papers in the last four years (these papers were all produced by the test center, that is to say, the four sets of questions were all produced by them, so they were * * * and complementary), and the * * 16 sets of papers, with the title of Song Style accounting for 14, which is all.

Performance in the first place: almost every year there are problems, such as:

National: 07- 10, ***5 questions.

Hainan: From 2007 to 2009, every year 1 question, 10, 2 questions ***5 questions.

Ningxia: 07- 10, ***4 questions.

Second: extensive knowledge (statistics of college entrance examination questions in 2007 07- 10/0)

Politics: **5 questions; Economy: **4 questions; Culture: **5 questions

As can be seen from the above, the content of the college entrance examination questions is deeply excavated vertically, and the difficulty of the examination is also deeply excavated for individual knowledge. However, it is difficult for us to grasp how deep we have dug, but we can learn from the development of academic research and constantly improve our understanding of the topic.

2. From the investigation of history textbook knowledge to the investigation of history curriculum knowledge.

With the development and deepening of curriculum reform and the examination of college entrance examination knowledge under the new curriculum, we realize that history textbooks are the most important curriculum knowledge, but they are by no means the only curriculum knowledge. In the case of more than one standard, it is not feasible to do college entrance examination questions according to a certain version. Therefore, it is necessary to make a proposition according to the curriculum standards. As long as the historical knowledge in the topic does not exceed the scope of curriculum standards, it can be counted as historical curriculum knowledge. For example, 10 Ningxia's 29 questions, the reconciliation between the United States and Britain, on the surface, are beyond the description, but from the materials given in the questions, there are two key points, one is the time of 1782, and the other is the prompt in the cartoon "Great Britain and the Wandering Daughter America". This knowledge is as follows. Therefore, this course embodies the concept of the new curriculum standard, that is, with the help of teachers, taking textbooks as a bridge to cultivate students' ability to learn actively, find problems from different angles, and actively explore and solve problems. For example, taboo system, yin and yang, five elements, the origin of surnames, dry branches, and the year of the zodiac in recent years are not directly involved in textbooks, but they are the basic contents of learning history.

3. The cognitive process from attaching importance to the conclusion of investigating historical issues to investigating historical issues.

Under the new curriculum, curriculum standards and textbooks basically do not provide historical viewpoints and conclusions. This is a new concept, that is, paying attention to students' learning process and methods, which is far more important than students mastering ready-made conclusions, and it also reflects that conclusions are constructed jointly by teachers and students. For example, in recent years, the last historical question of multiple-choice questions and the open-ended questions of non-multiple-choice questions in the college entrance examination reflect this point.

Therefore, the curriculum standard is not only the basis of the college entrance examination proposition, but also the basis for teachers' teaching concept change and classroom teaching. Therefore, teachers must seriously study curriculum standards, change their concepts and face the college entrance examination.

Second, seriously study and interpret the "Examination Instructions", clarify the direction of the examination, and adapt to the college entrance examination.

The exam instructions are very important. The explanation conveys some specific information about the examination and examination questions, and more importantly, it embodies the guiding ideology and basic principles of the proposition, and also scientifically and accurately reflects the requirements of the examination selection. It has the dual functions of standardizing the test proposition and guiding the preparation, and it is also the basis for ensuring the fairness and fairness of the test and increasing the transparency of the test.

Take 20 10 exam notes as an example.

1, the basis of proposition

20 10: the explanation stipulates that according to the requirements of ordinary colleges and universities for freshmen's cultural quality, on the basis of junior high school history curriculum, and according to the national unified examination outline for enrollment of ordinary colleges and universities (liberal arts? Curriculum standard experiment? 20 10 version), to determine the history of the examination content.

In 2009, it was stipulated that the content of history examination was determined according to the contents of compulsory courses and elective courses of Curriculum Plan (Experiment) and History Curriculum Standard for Ordinary Senior High Schools (Experiment) promulgated by the Ministry of Education of China in 2003.

It can be seen from the changes in exam descriptions that the 20 10 college entrance examination pays attention to the integration with the national examination, that is, the examination papers will be more difficult to adapt to the college entrance examinations in several provinces. However, the 20 1 1 new curriculum reform has increased the participation of Shanxi Province, a major province in the examination, so the difficulty of the examination questions may increase. (However, due to the entry of Xinjiang, it is estimated that the difficulty of the test questions will remain at this year's level. )

2. Historical examination ability.

Requirements for 2009: ① Check the mastery of basic historical knowledge; (2) Examining academic achievement and learning potential;

③ Pay attention to the ability to analyze and solve problems by using disciplinary thinking and disciplinary methods under the guidance of the scientific concept of history.

20 10 requirements: under the assessment of the above three abilities, the proposition of not sticking to textbooks has been added; ⑤ Create new scenes with new materials; ⑥ ancient and modern contacts, Chinese and foreign contacts; ⑦ Grasp the basic context of historical development. * * * seven abilities, so the difficulty of the 20 10 Ningxia college entrance examination paper can be imagined, so the average score of arts and sciences in the whole region is only

3, assessment objectives (four goals and twelve requirements)

20 10, each of the twelve requirements of the four major objectives has examples and explanations. 1 1 is a material question, which tells us that the weight of material questions will increase in the college entrance examination, and examining students' ability will become the main line of the college entrance examination. It can be seen from the college entrance examination questions in recent years.

Four-year Ningxia examination questions, taking multiple-choice questions as an example:

9 roads in 2007; 200811; 200910; 10 1 1 road

Four years nationwide 1 and 2 volumes, taking multiple-choice questions as an example:

In 2007, one volume has three tracks, and two volumes have three tracks; In 2008, there were 8 tracks in one volume and 6 tracks in two volumes.

In 2009, one volume of 10 tracks and two volumes of 8 tracks; 10, one volume 12 track, and two volumes 12 track.

Four-year Hainan volume, taking multiple-choice questions as an example (25 tracks):

200714; 2008 19 Road; February 20091road; 10 year, No.22 road

Therefore, after getting the exam instructions, teachers should carefully study and interpret the exam instructions and be aware of any information in the instructions, especially the sample questions. In the final review, we must make clear the direction of the exam based on the instructions to adapt to the college entrance examination.

Third, carefully study the college entrance examination questions and lead students to cope with the college entrance examination.

In the reform of the college entrance examination system, the innovation of college entrance examination questions is not only the core and main line of the new curriculum reform area, but also the principle followed by the college entrance examination provinces and regions that use old textbooks. Both the old and new college entrance examination questions are pursuing the examination and assessment of the ability of history subjects to highlight that "the proposition is not limited to textbooks; Create a new situation with new materials; Ancient and modern connections, Chinese and foreign connections; Grasping the basic context of historical development is the purpose of new curriculum standards and curriculum reform. It is not difficult to see that the Ministry of Education is strengthening its efforts to promote curriculum reform throughout the country. At the same time, it can also be seen that the country is cautious in the transition and integration of old and new textbooks and the old college entrance examination, thus maintaining the stability of the college entrance examination and the stability of the whole society. Especially in the first and second volumes of 20 10 national comprehensive volume, although traces of old textbooks are still faintly visible, the guiding ideology, form and structure of the test questions are almost consistent with the new curriculum reform area, and the test questions are very close to the new curriculum reform area. From the following points, we can see the characteristics of 20 10 national comprehensive test paper 1 and 2:

1, continue to examine students' cultural literacy. For example:

12. (Compilation of Ethnic Documents I) In ancient China, the five elements were often used to explain the alternation of dynasties.

12. (Collection 2 of National Documents) In ancient China, the five elements were often used to explain the change of dynasties.

20 10 The questions in the first and second volumes of the National College Entrance Examination 12 are as follows: The first volume of Emperor posthumous title in 2007, the first volume of the Twelve Zodiacs of Emperor Xuanzong in 2008, and the first and second volumes of Yin and Yang in China; In 2009, the first and second volumes of the national college entrance examination comprehensive literature are another cultural common sense literacy problem after the origin of ancient surnames. These two questions examine students' accumulation of cultural common sense from different angles. This part of the content, however, is knowledge that the old and new textbooks don't have, but it reflects that the new curriculum requires students to "further expand the scope of mastering historical knowledge on the basis of junior high school study ..." So it is different from the taboo system in Ningxia in 2007, heavenly stems and earthly branches in 2008, Oracle Bone Inscriptions in 2009 and Oracle Bone Inscriptions in 20 10.

2, 20 10 national college entrance examination literature and art, volumes I and II, except for 12, can almost be considered as material questions, which is similar to the guiding ideology of the college entrance examination questions under the new curriculum reform. Its performance:

Look at the material first, understand the material and draw a conclusion. Although this kind of test questions have historical background, historical events and so on. As a foreshadowing, they actually test students' comprehensive ability. That is, candidates are required to analyze and judge the materials directly on the basis of reading comprehension. This kind of questions can be divided into three categories: directly reading the material, speaking with tables and speaking with pictures. For example:

13. (National Literature Collection 1) The development of block printing technology in Song Dynasty affected the change of cultural communication mode, and then affected the management of the government.

14. (Collection 1 of National Documents). Through the table of 1885- 1892, the percentage of land tax, lijin and customs duties in the annual income of the Qing government was determined.

Judging from this, fiscal revenue is increasingly dependent on commodity circulation.

23. (Chinese Literature I), in the era of economic globalization, the capital of developed countries began to expand globally.

15. (Selected Works of China Ⅱ) The development of block printing technology in Song Dynasty promoted the development of culture.

16, (synthesis of national literature Ⅱ), the Double Ninth Festival appeared in the Jin Dynasty, indicating that the Jurchen nationality absorbed the culture of the Central Plains.

2 1. (National Literature II), British North American colonies will form a new nation in the 65438+70s.

22.(20 10 national literature ⅱ), the isomorphism of coal and steel in six European countries is an economic organization independent of the government.

23. (National Literature II), the message of the Cuban missile crisis, reflects the checks and balances between the United States and the Soviet Union.

Second, take the material as the incision and make a judgment according to what you have learned. Most of these questions are based on historical materials, and the materials do not appear in textbooks, but the specific historical knowledge is the backbone knowledge in textbooks, which embodies that "propositions are not limited to textbooks; Create a new situation with new materials; Ancient and modern connections, Chinese and foreign connections; Grasp the basic context of historical development ",the concept of new curriculum standards and new curriculum reform, and examine candidates' ability to master, understand, analyze and judge historical knowledge. For example:

15. (National Literature Collection 1), the impact of the Revolution of 1911 on rural areas is limited.

16. (national literature collection 1), the signing of the double tenth agreement.

17. (country I Shanxi) changes in the relations between socialist countries

13. (National Literature Synthesis Ⅱ) Kaiyuan Bao Tong in the Tang Dynasty changed the tradition of naming coins by weight.

4. (Comprehensive Study of Chinese Studies II) A scholar from the Southern Dynasties to the early Song Dynasty took an examination of poetry and fu strategies.

20. (National Literature II) The disintegration of the traditional parliamentary system of the British king

Third, read the materials and use what you have learned to make judgments. This kind of test is more difficult. It takes materials as the entrance, and the selected items are nouns and concepts that combine history and politics, requiring candidates to accurately master historical nouns and concepts. Examine the examinee's accurate grasp of historical knowledge and concepts and the examinee's judgment ability on this basis. This kind of test is easy for candidates to make mistakes. For example:

18. (country I),1In the first half of the 9th century, the pluralistic structure of French industrial economy.

17.(20 10 guoxue ii), Chen Tianhua's concept-sovereignty belongs to the people.

Fourth, take the material as the incision to reproduce the history. This kind of test questions examines students' ability to obtain information, that is, relying on materials to closely link historical events with materials. Surface information is easy to find, but in fact, in addition to extracting effective information from the materials, candidates should also find (contact and understand) the information behind the materials, that is, the ability of knowledge transfer and judgment. For example:

19. (Shanxi, China), UK 1830, the industrial revolution achieved remarkable results.

20. (National I), Battle of Gettysburg in the North American War of Independence.

2 1. Bismarck's main purpose is to end the long-term political division.

18. (National Literature Synthesis II), 1925 The increase in the number of party member, a producer party in China, is the driving force of the anti-imperialist patriotic movement.

19, (Chinese 2), 1950 New China achieved rapid economic stability.

Fifth, take materials as the incision, reproduce history, and combine history with geography. The purpose of this kind of examination questions is to study and apply historical knowledge flexibly with history as the carrier, and to reflect the comprehensive ability of liberal arts closely related to history and geography. For example:

22. (Country I Shanxi), taking Tuo 'ahu Island as the breakthrough point, the implicit knowledge is that the strategic turning point of the Allied Forces in the Pacific battlefield has been completed.

From the above analysis, it can be seen that in the transition and transformation from old textbooks and old courses to new textbooks and new courses, the first and second volumes of 20 10 national college entrance examination history have actually quietly infiltrated into our teaching, laying the foundation for implementing the new curriculum reform nationwide.

20 10 Ningxia history college entrance examination paper has the following characteristics:

1, the content of compulsory three has been added to the test questions. Judging from the content of the multiple-choice compulsory three, its score was 12 in 2007, 10 in 2008 and 8,2016 in 2009. It can be seen that the score of the ideological and cultural part has increased, and the score ratio of the compulsory part in the whole set of test papers is 28: 32: 25, which makes the content ratio of the compulsory three volumes slightly reasonable.

2.20 10 reflects the concept of civilization history, and increases the examination of social transformation, the collision between eastern and western civilizations and the progress of human civilization. For example:

25. The county system is the beginning of "ruling the world", breaking the hereditary situation of officials since "ruling the world". (Social transformation, progress of human civilization)

Question 29, 1782 Although the United States is not yet independent, the cartoon shows that Britain is willing to reconcile with the United States and a new country is about to emerge. (Social transformation, progress of human civilization)

After being forced to open its doors, Japan took the initiative to learn western learning. After the Meiji Restoration, it got rid of the situation of being ravaged by western powers and embarked on the road of developing capitalism. Since then, the country has become rich and the people have become rich, which has become an example for China people to learn. As a result, "Japanese neologisms such as labor, principles, policies and theories were quickly introduced into China". (the collision of eastern and western civilizations)

3 1 question, 1902—— 1906, different students from the Teachers College of Shi Jing University. Judging from the time of asking questions, China society is in a transitional period. In semi-colonial and semi-feudal society, the factors of capitalism are increasing. (Social transformation, collision between eastern and western civilizations, progress of human civilization)

32, the new regime, the Soviet regime, in order to consolidate the regime and defeat domestic and foreign enemies, the implementation of the "wartime * * * production policy". (Social transformation, progress of human civilization)

40. The first question (1) asked about the development of handicrafts in the south of the Yangtze River and the germination of capitalism in the Ming and Qing Dynasties, (a new production relationship-the germination of capitalism was born in China feudal society) (social transformation and human civilization progress).

(2) Ask1the industrial development of Britain before the mid-9th century (at this time, Britain was undergoing an industrial revolution and began to dominate the world) (the progress of human civilization).

It is not difficult to see that five of the multiple-choice questions in 12 reflect the process of social transformation. The collision between eastern and western civilizations and the progress of human civilization are closely related to the changes in today's society. At the same time, it also reflects the diversity of hot topics, that is, small topics, or small pieces of material as the incision of analysis and judgment, or large topics in non-multiple choice questions. The main purpose is to examine students' literacy and comprehensive ability of learning history.

3. The examination questions continue to highlight the requirements for the investigation of humanistic literacy. Humanistic literacy covers a wide range and should include knowledge of history, philosophy, geography, art, customs and religion. For example:

Question 24 skillfully combines the titles of the Western Zhou Dynasty with today's provincial abbreviations. This question not only examines the enfeoffment system of the Western Zhou Dynasty, but also examines the relevant geographical knowledge.

The 26 questions are essentially an examination of ancient philosophical knowledge.

Question 28, quoting Aristotle's exposition on equality in politics, essentially involves the understanding of ancient philosophical knowledge.

30 questions, modern western learning was introduced into China through Japan, and students' understanding of "new words" was investigated.

35 questions, involving how to treat historical materials, are therefore an examination of historical research methods.

Question 40, (3) requires candidates to explain their understanding of Engels' "historical premise" according to materials and knowledge they have learned. The historical premise of Engels' capitalist mode of production is that laborers are free, and laborers can freely sell their own labor, and labor becomes a commodity. Only under this premise can wage labor be transformed into a capitalist mode of production. It can be seen that the proposer puts forward the requirements for the candidates about the theoretical knowledge of Marxist political economy.

This kind of test questions examines the candidates' accumulation of cultural common sense and historical knowledge from different angles. Its meaning is that the new curriculum requires students to "further expand the scope of mastering historical knowledge on the basis of junior high school study ..." The second is to examine the ability of candidates to use historical knowledge flexibly to understand and analyze historical phenomena.

4. Use interdisciplinary knowledge to analyze historical problems, strengthen the infiltration of multidisciplinary knowledge, and examine the comprehensive ability of candidates in multidisciplinary. For example:

24 topics, investigating the Western Zhou Dynasty enfeoffment system in the ancient history of China, but also permeated with the investigation of relevant geographical knowledge.

Question 26 examines students' mastery of the new development and evolution of Confucianism in the Song and Yuan Dynasties, but takes Wang Anshi's point of view as an incision to combine historical knowledge with philosophy in political lessons.

28 questions, quoting Aristotle's exposition on equality in Politics, involve political knowledge in essence.

Questions 24, 26 and 28 all involve using geographical and political knowledge to understand relevant historical events and activities. Its meaning is to mobilize candidates' ability to analyze and solve historical problems with interdisciplinary knowledge, and it is also a comprehensive ability to explain the mutual transformation of geographical and political phenomena with historical knowledge. It is also the embodiment of requiring candidates to experience historical reality and sense of responsibility in the process of new curriculum reform. The number of such problems is increasing gradually.

5. Increased the examination of students' ability. In the multiple-choice materials, the extended knowledge and tacit knowledge of the textbook are added, so that students can start with familiar materials and extract effective information through analysis and judgment before answering questions. such as

Question 25, the county system is the main manifestation of the end of "public world".

29 questions, the information reflected by a cartoon in Britain 1782,

30 questions, modern western learning was introduced into China through Japan,

3 1,1902-1906, student composition of Shi Jing university teachers college

Thirty-two topics, the policy of capitalism in wartime,

Question 33, Hundred Regiments Battle,

Question 35, Sino-Japanese War.

This kind of test questions is the main test questions since the new curriculum reform. It selects new textbooks from different angles, which increases the examination of candidates' ability under the requirements of the new curriculum concept, and fully embodies that "... the proposition is not limited to textbooks, using new materials, creating new situations, connecting ancient and modern times, connecting China and foreign countries, and grasping the basic context of historical development."

Requirements of

6. The selected materials, topics and knowledge of four items cannot be classified as textbooks (Volumes 1, 2 and 3). Often the knowledge in a given material is not only compulsory, but also related to elective courses. You have me and I have you, which is very confusing. A further examination of students' ability. For example:

28 questions, Aristotle's "Politics" on equality,

30 questions, modern western learning was introduced into China through Japan,

Thirty-two topics, the policy of capitalism in wartime,

Question 35, Sino-Japanese War.

Among them, 30 questions are the most typical. Taking the mutual introduction of Japanese neologisms from the middle of19th century to the middle of 20th century as the dividing point, let students judge the root cause of the introduction of Japanese neologisms into China in the early 20th century in a short time. Among them, knowledge A can be found in Volume III, Title III, "Follow the world trend and move towards * * *". Item B is the reason for students to judge China's defeat in the Sino-Japanese War. For details of item C, please refer to the elective course Review of Major Historical Reforms Unit 8 Meiji Restoration in Japan. Knowledge point D can be found in compulsory course 1, topic 2, invasion of foreign powers and national crisis and elective course 1, review of major historical reforms, unit 8, Meiji Restoration in Japan.

It can be seen that the test questions of 20 10 are very flexible. On the one hand, it examines the candidates' mastery of basic knowledge, and at the same time, it also examines whether candidates take the initiative to learn and learn ideas.

7.20 10 questions focus on basics, and the knowledge points involved in the questions are different versions of historical backbone knowledge and basic knowledge, such as:

24 theme package system,

25. centralization of absolutism in ancient China,

26 topics Song and Ming Neo-Confucianism,

32 Asked about the wartime capitalist policy,

33 questions Hundred Regiments Battle,

With regard to the changes in foreign policy before and after the reform and opening up,

The characteristics of handicraft industry development in Ming and Qing dynasties and the characteristics of capitalist economic development stage before and after the industrial revolution. These knowledge points are distributed in one standard and many volumes of teaching materials, which also warns teachers to pay attention to the requirements of curriculum standards and the teaching materials.

This kind of test questions is also the main topic of the new college entrance examination in the new curriculum reform. Although different versions are involved, it reflects the requirements of "… multiple versions of teaching materials, … rich and diverse curriculum resources, … open and diverse cultural environment ……" in the curriculum standards.

8. In the use of materials, the test questions have corresponding knowledge points in the teaching materials, mostly expanding and extending the knowledge of the teaching materials, so that the propositional materials originate from the teaching materials and are higher than the teaching materials. For example:

Question 25. The county system is the main manifestation of the end of "the world under heaven"

29 Query the information reflected by a cartoon in Britain1782;

30 questions, modern western learning was introduced to China through Japan;

Question 3 1,1902-1906, student composition of normal college of Shi Jing university;

32 questions, wartime capitalist policy;

33 questions, Hundred Regiments War;

34 questions, changes in Sino-Soviet relations;

35 questions, the Sino-Japanese War;

40 questions, the characteristics of handicraft development in the south of the Yangtze River in Ming and Qing Dynasties and the stage characteristics of British industrialization

45 questions, Montesquieu's understanding of "freedom";

46 questions, the struggle among countries around the seat of trial judges in Tokyo after World War II, and so on.

This type of test paper reflects the requirements of curriculum standards for the memory, understanding and application of historical knowledge, and then examines the basic ability of candidates to learn to learn-the ability to "explore from history and combine history with theory" on the basis of learning history.

Therefore, when reviewing the history of senior three, we must clarify the progressive relationship, that is, grasp the college entrance examination with the concept of curriculum standards, take the knowledge required by curriculum standards as the main line, take the examination description as the guiding ideology of the examination scope and proposition, and finally put the ability test into the college entrance examination questions, handle the relationship well and apply it to the teaching and review of senior three, and finally lead students to meet the college entrance examination.