A Study On The Ability Of Senior High School History Subject Under The New Curriculum Reform

Since 2004, China began to implement the new curriculum reform, it has been more than ten years. The concept of the new curriculum reform has been recognized by more and more people, and have achieved certain results. The new curriculum in the curriculum design ideas mentioned: "through history as a required course, learn to from a different angle understanding history of the development of global and local relations, dialectical understanding of the history and reality, the inherence relation of China and the world; culture from a different perspective of the discovery, analysis and problem solving ability. The new curriculum broke the traditional education the original single and dogmatic teaching mode, build a people-oriented, the policy of letting a hundred flowers blossom and a new teaching system, the ability is placed in a prominent position. At the same time, the new curriculum reform focus on the exchange of teachers and students, learning process and learning process of autonomy, cooperation and exchange of emotional experience. In order to better promote the development of new curriculum ideas, teachers need in daily teaching change the previous way of chalk and talk, changing from the classroom management to guide, organizer, facilitator, developers and inspire students in the classroom in the history of the guide the historical topic; learn to analyse the historical events of the subjective and objective factors; to improve the students’ ability of comprehensive analysis and judgment ability; cultivate students’ knowledge migration ability and with multidisciplinary knowledge to analyze and to solve the problem, improve their overall quality, to enable them to make a fusion penetration, giving top priority to, from the history classroom absorbs the essence, truly learn from history. The new curriculum reform to the "to each student’s development" as the basic concept, which means our country elementary education curriculum system will be out of the single target, rigid, mechanical way "mode of production", let each student’s personality fully developed. However, with the deepening of the new curriculum, has produced some questions in the teaching of history, especially the history of the college entrance examination questions. Some parents and teachers think that history college entrance examination paper is not in the history exam, but in the language test. There is no doubt that the history of the college entrance exam is certainly involved in history and related content, then why would have questioned the voice?I think this is the parents and teachers on the ability of the history subject’s understanding of misunderstanding. Compared to the past, now the history paper is very different. Past as long as you remember the historical knowledge can in the exam to get good grades, now a history paper focuses on students’ ability of the history subject, and is not a simple foundation knowledge. In the past the examination of the contents of the "difficult, narrow and old" features, the new curriculum advocates the "new, live, wide". The ability of history subject includes the general ability of the humanities, such as the ability to acquire and interpret information, and it also reflects the professional ability of the history subject. Some of the students’ parents and teachers’ misconceptions about history are about this. History paper is not isolated, but the ability to integrate a variety of, in order to be able to objectively and fairly study the level of history of students.In this paper, from the perspective of the new curriculum reform, the ability of history subject is divided into the general ability of the humanities and the professional ability of the history subject. On this basis, the author describes some of the shallow view, and combined with the history of the college entrance examination to explain the history of one by one. Hopefully, by this humble opinion can reduce part of students, parents and teachers misunderstanding of history college entrance examination papers to help teacher continuous learning in the practice of curriculum reform, restructuring of their knowledge and experience. In addition, the author also puts forward some related suggestions on how to improve students’ ability of history subject, only for teachers and students in the classroom teaching of history.