Historical Material Analysis Questions In The Entrance Exam For College (2008-2012): Characteristics, Understanding Methods And Teaching Strategies

Material analytical quesition, which is an important question type to test thehistorical cognition ability of the students, should be payed more attention for its highfrequency of appearance in the College entrance examination papers. This essaymainly discusses the material analytical questions in the college entranceexaminations from2008to2012with three aspects, respectively the materialcharacteristics, the rhetorical question characteristics of questions and thequestions-solving analysis, and puts forward some teaching suggestions.In the first part, general characteristics of the materials from2008to2012areintroduced. The author sums up in four major aspects: Plentiful and changeable incontent; Diversification of the sources of the historical materials; Diversification ofthe forms of the historical materials; Materials come widely and heterogeneousmaterial combination increases.In the second part, the rhetorical question characteristics of material analyticalquestions are mainly introduced. The rhetoric questions require the students to sum upthe facts of material, make it reappear and make appropriate comments on thematerial. Students should pay attention to the knowledge transfer and learn with alively mind. In addtion, the rhetorical questions obviously go forward one by one.In the third part, questions-solving method for material analytical questions hasbeen hackled. First step is to exam the topic and read materials carefully. Secondly fixthe position of the materials without subject opinion but based on the understanding ofrhetorical question and materials. At last, confirm the "object" of the questions andexpress clearly combining materials relevant to the theme.In the fourth part, some suggestions for teaching based on the analysis of testpapers has been put forward. In the practice of teaching, students’ memory andunderstanding to the basic historical facts should be strengthened by the teachers.What’s more, it’s necessary for teachers to guide students to analyze the historicalmaterials with the Historical Data Teaching Method, strengthening their ability ofintegration of history and theory, and ability of logical thinking. Last but not least, teachers should lead students to view the historical issues in the dialectical perspectiveand get profound understanding of the relativity of the historical cognition.