An Analysis Of The Historical Argumentation Questions Of The National Examination Paper For College Entrance Examination

The historical argument question is to provide the test subject with relevant historical materials,require the subject to combine the knowledge learned to accurately understand the material,explain its historical reasons,historical phenomena or historical value,or extract valid information from the materials given to support,oppose or re-understand a viewpoint,or based on certain information,logic,opinions of the materials given on the basis of subjective open test questions.As an important question type in the comprehensive ability test file of liberal arts in the National Unified Examination for Admissions of General Colleges and Universities,it shows the test of students' historical thinking ability,independent thinking ability and innovative problem-solving ability.The analysis of the historical argumentation question of the college entrance examination conforms to the basic idea of examining the students' comprehensive quality and ability under the examination reform,which is of great significance for deepening the curriculum reform,changing the teaching idea of teachers,and cultivating the students' historical subject ability.This article consists of three parts:The first part of the national volume of the college entrance examination in the historical argumentation problems to organize,combed the 1978 restoration of the college entrance examination after the development of historical argumentation questions,and since 2010 in the national volume of historical argumentation questions to examine the design of the target of the design,the form of the material,the angle of the question,the object of scoring standards classified and sorted,summarized the characteristics of its propositions,laid a foundation for research.The second part contains the value and reflection of the national volume historical argumentation question of the college entrance examination.Through the specific application of inductive reasoning,deductive reasoning and historical combination,it provides the students with the guidance of methods to put forward the topic and to demonstrate.Through the interview of teachers and questionnaire survey of students,the paper points out the typical mistakes of students in answering questions and analyzes the reasons,and reflects on the effective implementation of historical argumentation questions.The third part focuses on the teaching enlightenment of the national volumehistorical argumentation question of the college entrance examination.From the three aspects of teaching design,homework design and improving teacher literacy to provide specific guidance,in teaching design,the emphasis is on the creation of situation,problem-led,carry out research and teaching activities based on historical materials,in the field of homework design,the introduction of the demonstration norms of the restrictive small papers,point to the ability of demonstration of the open small paper,pointing to the ability of independent thinking of the design of small topics,in improving teachers' quality is to improve the theoretical literacy of teachers,The test system and the test question teaching provide guidance.