Investigation And Research On The Status Of Historical Answering Standards In Senior Middle Schools

Under the background of the reform of the college entrance examination history as a part of the integration of Liberal Arts tends to be specialized academic and standardized.The standardization of examination content and the standardization of students' answers are interactive.In the process of historical questions answers in high school,it is inevitable to meet the problem of standardized answer,and the process of standardized answer in history can promote the development of students' thinking ability and practical application ability.High school students,especially the Sophomore in high schools,in the process of analyzing and solving historical questions,whether in the way of thinking or in written expression,there will be irregularities,which will affect the final score of history paper.Therefore,only the reasonable standardization of the way that students answer the question,it is key to reduce the reasons that leading to the loss of points in the answers.Standardizing student answering is a long and complicated process in itself,which is very important for high school students to study history.In order to get a more comprehensive understanding of the current status of answering questions of high school students in history,we will use internship opportunities to combine theoretical discussions with educational teaching practices,and on this basis,use a variety of research methods to obtain answers to students from three middle schools in Xinxiang City and surrounding counties.Normative real data to discuss the irregularities that occur when high school students answer questions.The summary of non-standard questions is summarized into three aspects,non-standard question examination,non-standard answering process,and non-standard reflection,which is also different from other related research on historical answer questions.Based on this,the questionnaire survey students and teacher interviews clarified the reasons for the existence of the problem,which is mainly reflected in the phenomenon of students' improper learning attitudes,weak historical knowledge,and insufficient abilities.The difficulty of historical questions is increasing,and teachers are facing teaching Contradictory dilemma with the test dilemma.Aiming at the problems and reasons of high school students' historical answering standards,the students and teachers are used as the starting point to provide some formative strategies for improving the high school students' ability to answer historical questions.Results strategy.First of all,students should build a comprehensive knowledge system,increase the importance of answering questions,and so on.Then,teachers should strengthen their own role in guiding and demonstrating and strengthening students' training in answering questions.Finally,in order to further promote high school students to implement standardized answer questions in practice,referring to the historical scoring rules of the college entrance examination and theoretical research on relevant aspects,a set of historical answer question standards is concluded.