| The high-exam questions is the final exam evaluation in the high school stage,which is the difficulty and validity test scale for detecting students' knowledge.Simultaneously,It is also a reference in the teacher's teaching process,governing the teaching and learning in the teaching process.Therefore,the high-level examination questions of historical core competences must be the research content that cannot be ignored in the new history curriculum reform.According to nearly "vagaries" in the "Standards for the History of Senior High School History",this thesis puts forward a strategy for the preparation of high-exam questions.In order to help many teachers to understand the changes in the college entrance examination questions under historical key competencies,and help students to better understand and master historical knowledge in teaching.The thesis includes four parts: introduction,the main body,conclusion and reference.Among them,the main body has three parts.The first part,through horizontal and vertical comparison two editions of the "Standards for the History of Senior High Schools",which edition belongs to historical core competences or three-dimensional goals.Finding a lot of changes among teaching objectives,teaching content and structure,and examination requirements.The second part is based on the analysis of the changes of the two editions of the "Standards for theHistory of Senior High Schools",discusses the changes in the characteristics of the high-exam questions,and the two parts of the structure and connotation of the test questions,deducing the historical core competences exam questions can draw on the three-dimensional high-exam questions,but former should be make more difficult than latter if exams want to test students more abilities and knowledges.The third part is compile High exam questions,which use strategies of "indirect","fuzzification","open" and "complication",to get aim of historical core competencies. |
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