College Entrance Examination Test Under The New Curriculum And Three Dimensional Objectives Of New Curriculum

Since the new round of curriculum reform in basic education field, history curriculum system in senior high schools are developing towards the direction of quality education. More attention are paid to the students’ development. History education’s measurement and evaluation plays an important role in its curriculum system, which not only affects the historical teaching effect but also its whole direction. History College Entrance Examination, just as a part of history-education’s measurement and evaluation, gets no same meaning with history-education’s measurement and evaluation. While, as the final test in the way of using paper and pen, it still plays an important role in the field of history-education’s measurement and evaluation.In the past, two sentences were popular in secondary schools, which are "how the college entrance examination tests, how I teach" and "how the college entrance examination tests, how I learn". These reflect that the phenomenon of examination-oriented education exists in the middle school teaching system. The middle school teaching system pursuits of scores too much and neglects the cultivation of the students’ comprehensive quality. This situation can’t be completely attributed to the College Entrance Examination, but we can know that the College Entrance Examination has a great impact on the teaching of middle school. This paper studies what role the College Entrance Examination plays under the new curriculum and what relationship it exists with the new curriculum’s three dimensional objectives.The article has four chapters:The first chapter is the preface. It mainly expounds the significance of researching relationship between history CEE’s test and new curriculum’s three dimensional goals, and reviews the present research situation too.The second chapter analyzes the relationship between new curriculum’s three dimensional objectives and history College Entrance Examination’s test questions theoretically. Curriculum objectives’ demand must be obeyed in CEE’s test questions, but it cannot be treated as basis of choosing CEE’s test questions. According to Test Outline’s examination goal, CEE’s test questions be made and reflect Curriculum three dimensional objectives’ demand as well.Combines the specific CEE’s test questions, the third chapter discusses how Curriculum three dimensional objectives can be demanded by checking Test Outline’s examination goal. The first curriculum objective named “Knowledge and Skills” is reflected through CEE’s test paper’s basic historical knowledge and twelve examination goals in Test Outline. The second curriculum objective named “Process and steps” is reflected when CEE’s test paper check if students get ability of using historical methods written in twelve examination goals of Test Outline. The third curriculum objective named “Emotional attitude and values” is reflected through CEE’s test paper’s choice in content with the goal of giving students a right values guiding.The fourth chapter is about the revelation of College Entrance Examination under the new curriculum to middle school teaching. It introduces that we should strengthen the concept of using historical material and explorative studying mode in teaching. Also, teachers should pay attention to the development of students’ humanistic quality.