The Changes Of History Examination Questions Of Gui Zhoucollege Entrance Examination And The Research In Teaching Strategy(2013-2016)

With the reform of school curriculums,an increasing number of history experts and front-line teachers shift their focus on the college entrance exam,and predict its test question generation trend,as the principles in new curriculum are fully embodied in the college entrance exam.Take Guizhou province as an example.Most teachers have done their research on the features and regular patterns of the exam of one particular year,and get their findings published in periodicals or magazines.However,fewer have done statistical analysis of tests from 2013 to 2016,and not to mention to put forward with some adaptive strategies.This paper focuses on the actual tests of history used for college entrance admission in Guizhou.It consists of six parts: introduction,statistical analysis of those tests,changes spotted in these tests,problems existing in teaching and learning processes,my suggestions and conclusion.I hope my research can give some insights to some history teachers and students who are preparing for the test.First,by doing a statistical analysis of all the history test questions from 2013 to 2016,I present the key knowledge point map and the performance of student scores from three aspects: knowledge point distribution,question type structure and score division,and student performance on each question.Second,three big changes in history tests cannot be ignored,i.e.the flexible application of basic knowledge,capability to deal with new instances,and nurturing of emotions and values.Third,according to those changes and students' performance in exams,we have me to know some deficiencies in school management,the low academic achievements of teachers,outdated teaching theories,and weak students' overall ability.Last but not the least,I have come up with some corresponding strategies to address the existing issues in both teaching and learning.We need to think how to make the teaching management more systematic,how to improve teachers' academic professionalism,how to change teachers' teaching methodologies,how to foster students' recognition towards history from perspective of history.