Analysis And Comment The History Papers Of The University Entrance Examination Since 1949

In recent years, our country witnesses the intensification of the reform in the university entrance examination, the content reform of which becomes the highlight. As a middle school teacher, who is also a participator, it is both obligatory and necessary for me to concern, learn, and work over it.This year marks the 30 anniversary of the subject history (National Version) in the university entrance examination, beginning from 1950s, and resumed in 1970s, which lasts for about half a century. In these 30 years, the design of test questions of the subject history has seen continuous reforms. In order to seek experience and lessons, facilitate the scientific development of history education analysis, and promote the successful reform of the history of the university entrance examination in new version of history textbooks, it is necessary to summary and review the history papers of the university entrance examination of the past half century, particularly papers of recent 30 years.The development of test questions in the subject history (National Version) of the university examination can be divided into four stages if we see it with a panoramic view: beginning stage(1949──1965), exploring stage (1977──1988), reform stage (1989──1999), and reformdeepening stage (from year 2000). This thesis sums up features of the reforms in every stage through analyzing the political situations, education thoughts, historiography models, test measuring theory, and so on. In the beginning stage, the politics permeates the history paper, which is inundated with ideologies 1950s and 1960s, with onefold testing type, few styles, and no steady structure, both random and informal. In the exploring period, the contents and forms of papers are similar to those before culture revolution, but test questions, with little ideology, differ gradually. They attach importance to the basic knowledge. Besides, the exploration for the standardization is on the way. During the reform period, the paper sees its standardization and deepening. Test questions transfers from the experience to science, with aims changing from knowledge test to the ability test. Test questions are more scientific, normal, and fairer. During the reform deepening period, test questions pay attention to the history of the high level and comprehensive art ability, and attach importance to the development of the real society. Accordingly, the test forms and contents change greatly.On the basis of reviewing reforms of recent half century, the thesis comes up with some relevant ideas in the second part. Test questions change with advancement of the time, and the change of the historiography and education thoughts, towards a more scientific and fairer direction, which is the essence of education measurement. Although changes promote the history teaching in middle school, there are new problems to be solved that are how to interact well in the new course, and how to continuously deepen the comprehensive art test. The end of the thesis comes up with some suggestions to promote the reform of test questions.