Ability Orientation Of College Examination Questions In History Discipline And Application Of Teaching Materials

The reform of basic education seeks to change the original defect of the goal of "knowledge",and insists on the goal of establishing morality and cultivating students' qualities.The reform is based on the formulation of curriculum standards,the compilation of textbooks,and the implementation of the new college entrance examination.The reform of the new college entrance examination system has become the focus of social attention.In 2014,the State Council's Implementation Opinions on Deepening the Reform of the Examination Admission System more comprehensively and systematically stipulated the examination system,examination standards,and assessment objectives for examination enrollment,advancing a new round of college entrance examination reform.In order to change the status quo of a life-long exam,adapt to the characteristics of students' personal development,and promote fair education,the college entrance examination gradually changes the examination methods,examination subjects,and enrollment methods.The test subject becomes "3 + 1 + 2",and history and physics become subjects that must be selected in addition to the three subjects of language,mathematics,and foreign language,which undoubtedly increases the status of the history subject in the college entrance examination.The history propositions of the college entrance examination under the guidance of history curriculum standards,examination outlines,and examination instructions have undergone certain changes in scenarios,questions,and ideas,but the requirements for the examination of students' basic historical literacy and historical thinking ability are still inherited and Continuity.In recent years,the historical test questions of the college entrance examination have common characteristics for the examination of students' abilities,showing the characteristics of stratification and comprehensive examination of abilities.The college entrance examination history questions are based on literacy,based on the knowledge points,historical clues,and historical stage characteristics of the textbooks.They focus on examining the students' ability to interpret information and the ability to understand historical phenomena,understand historical narratives,and understand the essence of historical things.The ability to discover historical problems and demonstrate historical problems.Analyzing the characteristics of the ability of college entrance examination questions,and summarizing the inheritance and development of the ability examination of college entrance examination questions have guiding significance for future history teaching.The textbook is the "teaching book" for teachers and the most basic "studybook" for students.It discusses the knowledgeinformation and structure of textbooks,and uses textbooks to develop students' basic problem-solving skills.It can promote students to effectively and accurately answer high-test questions.Therefore,this article attempts to analyze and refine the universal ability of the historical examination questions of the college entrance examination,and analyzes and demonstrates the examination questions related to the history of the National Anti-Japanese War,based on the curriculum standards,exam outlines,exam descriptions,historical textbooks,etc.The basic content and characteristics of the paper explore the way to use textbooks to develop students' ability to solve problems in college entrance examinations.The article contains four chapters:The first part is an introduction,which mainly introduces the reasons and basis for selecting the topic,research status and research ideas,and puts forward the understanding of the re-examination of the college entrance examination based on the summary and summary of the existing research results.The first chapter focuses on analyzing the proposition basis of the college entrance examination questions.Including the high exam questions and curriculum standards,analyzing the course target requirements and academic quality standards of the content of the curriculum standards;the high exam questions and the "Exam Outline" and "Exam Description",summing up the "Exam Outline" and "Exam" in the new course reform process "Explanation" requirements for test objectives and basic abilities.The second chapter analyzes and refines the general characteristics of the historical examination ability of the college entrance examination,and analyzes and analyzes the national volume of the relevant content of the historical questions of the anti-Japanese war.This chapter starts from the examination ability level of historical test questions in college entrance examination and discusses it in layers.The college entrance examination historical questions are based on historical knowledge,based on new materials and scenarios,and based on the requirements of asking questions.The focus is on the students' thinking ability to understand and use historical knowledge to solve historical problems.The third chapter is to analyze the teaching materials according to the historical test ability direction of the college entrance examination,explain the relationship between the test problem ability direction and the teaching material,and analyze the main knowledge composition of the teaching material and the textbook auxiliary system.History textbooks serve as a carrier of knowledge for college entrance examination questions and a tool for cultivating students 'historical thinking ability.Its main knowledge content and teaching aid system play an important role in cultivatingstudents' historical thinking ability.Chapter IV,based on the knowledge and ability orientation of the exam questions,make full use of the main knowledge and auxiliary system materials of the textbook,reasonably use other new scenarios and new materials,explore the methods of textbook use,and cultivate students' basic historical discipline thinking ability and literacy,To provide a reference for the use of high school history teaching materials.