A Study On The Requirements Of Historical Interpretation Literacy In The Historical Non-multiple Choice Questions Of College Entrance Examination In Recent Five Years

The new edition of "Standards for History Curriculum for Senior High School Students" was published in January 2018,It finally established the core qualities of historical disciplines such as historical materialism,concept of time and space,historical evidence,historical explanation,and family feelings.The new round of college entrance examination reform and curriculum The reform will soon be put on the agenda.Among them,historical interpretation literacy is crucial for high school students' history subjects.The historical interpretation is based on historical materials,and the foundation is historical understanding.Under this premise,rational analysis and objective judgment on historical things are the students' attitudes,abilities,and methods of learning history.They are the firmness and historical thinking level of students' history knowledge system.,the level of language expression and the important manifestations of historical values.In the past college entrance examination,it does not directly involve the examination of historical interpretation literacy.However,it has been fully reflected in the examination of historical examination questions of the college entrance examination over the years,especially in non-choice questions.The new curriculum standard stipulates that the goal of the history curriculum is to cultivate and improve students' core qualities of the historical disciplines,and that the subject life test of the academic level test of historical subjects is aimed at examining the degree of the core qualities of students' history disciplines.In order to make the historical interpretation of literacy better examined in the future academic level examination,it is necessary to study its reflection in the previous college entrance examination.Based on this,the article decided to use the literature research method,data statistics method and case analysis method to study the embodiment of the examination contents and examination forms in the non-choice questions of the college entrance examination during the past five years,and analyze the characteristics and deficiencies revealed in the college entrance examination.And for the historical interpretation of literacy in the future examination of the examination of the academic level to make recommendations,and from the summary of historical interpretation of literacy teaching inspiration.This article is divided into four parts:The first part is the introduction,which mainly includes the reason for the topic selection,the current summary of research results on historical interpretation literacy,the research purpose and research content of this paper,and the research methods used to complete this topic.The second part is about the concept definition of historical interpretation literacy.First of all,it briefly analyzes the concept of historical interpretation,analyzes the curriculum objectives and academic quality standards for historical interpretation literacy,and analyzes the hierarchical classification and historical interpretation of historical interpretation literacy in history.The status of core literacy and the relationship with other core qualities.The third part is the embodiment of historical interpretation literacy in the non-choice questions of the National Examination Paper and Autonomous Proposition Test Paper in the recent five years.This chapter summarizes the interpretation of historical interpretation and literacy in the content of examination and the type of questioning.Detailed examination is used as an example to explain in detail,and then the characteristics and deficiencies of history explanation literacy in the examination questions in recent five years are analyzed.The fourth part is the reflection on the history interpretation literacy examination and teaching,puts forward suggestions for the examination of historical interpretation literacy,and summarizes its enlightenment on teaching.The suggestions for the examination of historical interpretation and literacy are organically combined with the examination of historical empirical literacy,and new situations are set with social issues as the starting point.The teaching inspirations summed up include attention to stratification training,the use of historical materials to design problem situations,the use of information technology,the establishment of a solid knowledge system,and contact with reality to explore learning.