Quantitative Analysis Of The Social History Test Point Of The College Entrance Examination Test In Recent Five Years(2010-2014)

With the advance of the new curriculum, a variety of new view of history began to penetrate in redact of teaching materials and the college entrance examination paper. Social historiography, as a new view of history, gradually attracts more and more attention. Observing history mainly from the perspective of social and focusing on social issues, Social historiography seems to have edged toward this view that social problems should also be the object of the Historiography, as same as political issues, economic issues, military issues and cultural issues. People began to look to "nobody", pay more attention to history which closely related to our daily live. Social historiography mainly includes social life history, marital history, custom history, urban history, social security history etc. From microscopic view, these problems not only reflect political, economic cultural veritably, but also has a close contact with our real life. Therefore, under the background of the new curriculum, Social historiography has become a new direction of selection and perspective of College entrance examination.After the new curriculum, teachers have paid attention to new views of history, and begin to penetrate new teaching ideas and forefront historical results into history lesson. However, the attention about social history is in a marginalized state. Many scholars’ researches about Social historiography are mainly focused on the concept research, theoretical research, case studies, lacking of specific quantitative research. Over the past five years,in college entrance examination, the scope and depth of the social historiography exam is also growing. But teachers and students did not attach great importance to social historiography in history teaching in secondary schools.Given this, on the basic theory of course teaching and social historiography, this paper attempts to sum up the rules that the university entrance examination did to social historiography according to the analysis of quantification of the past five years university entrance examinations’assessment method, test frequency and the distribution of the social history knowledge characteristics all over the country. By doing this,on one hand, it can bring teachers and students’attention to social history,on the other hand, it can put forward feasible suggestion about social historiography teaching from teaching and the university entrance examination this two aspects.Through quantitative analysis of nearly 70 sets of test for recent five years, this paper found that the main pattern about social historiography is multiple-choice test and multiple choice questions. In general, there is a higher frequency in provincial examination paper, National College Entrance Examination Paper pay more attention to current social events. In the aspect of knowledge, examination focus on the social life history, family history of marriage and the social hot issues. At the same time, the historical data is form diverse sources with diverse forms. Therefore, this paper puts forward some feasible suggestion about high school history teaching:making life goes into routine history teaching, cultivating students consciousness to pay more attention to social events, and the teacher should pay more attention to historical forefront problems; In the preparing for exams study,teachers should integrate the social history material, pay close attention to social transformation and current social issues, expanding students’ historical thinking, let the students analysis all kinds of social hot issues from the perspective of social historiography.