Analyses Of 30 Years History Test Papers Of National College Entrance Examination

We have known that the main body of our country college entrance examination paper proposition experience a type change from single to pluralistic, the content also has a lot of changes from the brief retrospect of our country college entrance examination history in the first chapters.From the second chapter to the fourth chapter are the main parts of studying. On the basis of the first chapter, the history college entrance examination papers from 1978 to 2007will be analyzed in the latter parts. In these three chapters, the history college entrance examination of different time segments will be analyzed from the collectivity impression, type , content and the angles of asking. After analysis, the history college entrance examination papers in these 30 years have experienced one slow but cautious process. Judging from the type of subject, from instability in 1980s to stability in 1990s, the subject type fixed basically in multiple-choice, material analysis and question-and-answer. Judging from the angles of asking, it changed from single in 1980-1990 to nimble, multifarious now.In the content of the history college entrance examination, from the perspective of cross-cutting, the dominant political history, cultural history and economic history are still increasing, but the proportion is relatively limited. From a vertical perspective, the leading part is still Chinese modern history and modern world history. China's ancient history and ancient history of the world usually appeared in the form of cultural history, but modern history usually appeared in the form of political historyAfter the new millennium, the content of papers came to nature. The multiple-choice is always used to test for the reproduction and recognition capabilities of basic knowledge. Test for Candidates' material handling capacity and thinking level of assessment is usually on the back of some non-multiple-choice questions. This proposition based on both restrictions about the type of question, and the consideration of test efficiency. In the Arts Comprehensive Volume, the examination of historical knowledge is generally relatively simple, basic knowledge. But practical problems associated more often to a political title, that little history.Based on the results of the analysis, the author proposed some ideas in Chapter 5 wishing them can benefit for the forefront of teaching.