Comparison Of The Presentation Methods Of Analytical Questions In The Historical Materials Of The College Entrance Examination

Material analysis questions create new situations with new materials,so that students can obtain effective information in reading,use correct theories and methods to analyze materials and complete related problems.This not only opens a breakthrough in the history of college entrance examination,but also effectively measures the students' ability in history.Since 1989,the material analysis questions have replaced the traditional questions and become the only questions in the history examination paper.Since then,the material analysis problem has been developing and innovating,and its presentation mode highlights the characteristics of diversification,theme,situational and open.Therefore,it is worth paying attention to in the history teaching of senior high school at present to grasp the presentation mode of the material analysis problem,analyze the thinking of the topic,and be able to carry on the effective teaching according to this thought in the teaching.Taking the new round of curriculum reform as the background,this paper makes a multi-angle comparative investigation on the presentation of the material analysis questions in the new curriculum standard from 2010 to 2017 in the National Volume I and the Jiangsu Volume,in order to find the similarities and differences between the two.In order to help teachers improve the corresponding teaching strategies,help students improve their ability to solve problems,and effectively prepare for the college entrance examination.However,according to the author's investigation,history teachers can not be guided by the presentation of the material analysis questions of the college entrance examination in the teaching process,and there are still "sticking to the teaching materials,single material","the subject is vague,the logic is not clear" and "the lack of situation".Lack of inquiry and so on,students also have"insufficient interest","weak foundation" and "lack of ability" in solving material analysis problems.In view of the above situation,teachers can start from the following four aspects:First,teaching materials on the basis of extensive reading;second,using subject teaching to clear up the logic of the subject;third,situational teaching to realize inquiry learning;fourth,proper training to strengthen the guidance for students to solve material analysis problems.Students should also solve the problem from the following three aspects:first,to enhance the interest in material analysis;second,to attach importance to the knowledge of history;third,to improve the ability of history.