Reflection On Question-and-answer In The College Entrance Examination

History test question as a kind of subjective test is an indispensable in the Questions in College Entrance Examination, which puts forward a specified issue through written expression to test students in reading ability, memory capacity, theoretical level, cognitive ability and language skills, apart from basic knowledge, basic concepts and mastering and application. Thus it functions as an approach to testing students' basic knowledge, various cognitive ability, the emotional quality, and creative thinking, which has made it, though traditional, a preferred part in College Entrance Examination every year.College entrance examination has been resumed for about 30 years. History quiz, as a test of the comprehensive ability of the candidates, has been in continual reform and the process of exploration in proposition. After a brief exploration of the concepts and classifications in the question-and-answer paper, the theses focuses on, from the three major aspects, the systematical study of the history quiz of the university entrance examination.First, the thesis briefly reviewed the three stages of the test question history College Entrance Examination according to designing forms, ways to answer and requests for answers, that is, a Decade of the initial stage (1978-1987), eight years of exploration and innovation (1988-1995)., and six years of sounding and maturity (1996-2001).Secondly, after exploring the the change and the evolving trends of the questions-and-anwers as well as analysing students' scoring and ERA, the researcher has found that knowledge-based capacity has been developing from intellective-type to ideological-type, as well as from capable-type, thoughtful-type, standard-type to unbound-type. Onbasis of capability examination, this test question has broken through limitation of intellective-type, but set up the new train of thought capable-type and synthetical—type. This trend of the reform of the College Entrance Examination proposition has brought out on higher requirements for the teachers and students of secondary schools and requests the teachers to reflect on current statement of history teaching and cultivate student's capability of analyzing and solving the problems.Third, the thesis explores the approaches from the teachers, students, teaching methods to train students historical thinking ability and true implementation of quality-oriented education.The last part of thesis puts forward several key issues which have already been involved in this issue and still need further exploration and study.