| The National College Entrance Examination test(NEMT)is the most important evaluation method for measuring the result of basic education development in China.It is also the most key bridge to connect basic education with higher education.On the one hand,it plays an important role in selecting excellent talents for the country.On the other hand,it has a direct guiding significance for the teaching of basic education.It is particularly relevant to the development and future for those students.Therefore,NEMT over the years has been highly concerned by all sectors of society.Since the implementation of the new curriculum reform,there have been many types of history examination papers for NEMT to vary in different areas and apply to different students.However,no matter what type of paper it is,the intention of the question is always one of the most important types.It is variable and flexible with wide range,and its score in the test paper is always stably keep at about 48 points,so it has always attracted much attention by teachers and students.With the gradual deepening of the new curriculum reform,the history test paper system for NEMT is becoming more mature,the number of national test papers using the new curriculum standard I is increasing,and most of them are in the more developed provinces in the central and eastern regions.As a result,the pressure on teachers in such areas and the pressure for students to prepare for their studies has increased dramatically.Under such circumstances,exploring the characteristics of the historical multiple-choice questions in the National Curriculum I with new standard in recent years and putting forward corresponding teaching suggestions on this premise are with great reality and feasibility.This article takes the 2015-2019 NEMT National Volume I historical multiple-choice questions as the research object,through a longitudinal comparative analysis,exploring the overall structure of multiple-choice questions and thecorresponding propositional characteristics,and combining its own teaching practice experience,then proposing relevant teaching strategies for high school.This article is mainly divided into five parts:The first part expounds the theoretical and practical significance of selecting the2015-2019 NEMT National Volume I historical multiple-choice questions as the research object,combs the existing research results and the existing shortcomings in the scientific field,and briefly introduces the research methods of this article.The second part is a detailed analysis of the historical multiple-choice questions in Volume I from 2015 to 2019.It mainly includes two parts.The first one is the structural analysis of multiple-choice questions,from the perspectives of the proportion of questions and scores of the entire set of historical papers and the distribution of the examination content of general history and special history.The second one is to analyze the characteristics of multiple choice questions,and mainly explore from five aspects: the examination of historical core literacy,the main types and sources of test questions,the characteristics of the knowledge points examined,investigation of historical theory and social hot spots,emphasis on the examination of knowledge system.The third part is the author's analysis of the shortcomings and deficiencies in the history teaching of senior high school from the perspective of examination and teaching,in combination with my own teaching practice.From the feedback of students' test results,students have the defects of fuzzy historical concepts,lacking of space-time concepts,weak knowledge system construction,and insufficient ability to analyze and summarize materials.From the perspective of teaching,there is a certain degree of neglecting effective penetration of historical core literacy,insufficient teaching philosophy and old-fashioned traditional model,weak guidance of students' learning methods.In the fourth part,through the analysis of the historical multiple choice questions of the national volume I and the shortcomings in the history teaching of senior high school in2015-2019,puts forward the corresponding history teaching strategies,which mainly expands from four aspects,including the emphasis on history core literacy,deepening of history concept teaching,strengthening the grasp of basic knowledge and guidance of learning methods,focusing on the cultivation of students' scientific memory methods.The fifth part is the final summary of this article.It is hoped that the research in thisarticle can be of benefit to today's high school history teaching. |
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