A Study On The Ability Of Historical Demonstration And Discussion In Senior High Schools ——A Case Study Of Title 42 Of The National College Entrance Examination From 2019 To 2021

The revised curriculum standard in 2020 points out that the core quality of the discipline defines the correct values,necessary characters and key abilities that students should achieve after learning the curriculum.Emphasize the attention to ability training.With the gradual implementation of the new curriculum reform in the 21 st century,more emphasis has been placed on the assessment of ability.The introduction of the outline of basic education curriculum reform(for Trial Implementation)clearly cultivates students' ability to acquire new knowledge,analyze and solve problems,and attaches importance to the assessment of their ability to demonstrate and explore problems.Implement the fundamental task of Building Morality and cultivating people,give full play to the guiding role of the examination,effectively reflect the core function of the college entrance examination in serving talent selection and guiding teaching,promote the development of quality education,and promote teachers to constantly update their ideas and improve teaching.China's college entrance examination evaluation system puts forward "one core","four layers" and "four wings".As the focus of "four layers",the key ability is the inevitable choice for the content reform of college entrance examination in the new era.Open questions are an important part of the college entrance examination questions.They are exploratory,open and comprehensive.They change the past mechanical memory,pay attention to the examination of students' language expression and organizational discussion ability,and provide space for students to think and explore independently.This paper is mainly divided into six parts.The first part mainly analyzes the relationship between historical argumentation and problem-solving ability and the four abilities of college entrance examination and subject literacy.The second part mainly analyzes the ability to demonstrate and explore problems,analyzes the basic concepts of the ability to demonstrate and explore problems,and its relationship with the open questions of senior high school history,so as to have a clearer understanding of the ability to demonstrate and explore problems.The third part mainly analyzes the ability to demonstrate and explore problems from question 42 of the national college entrance examination from 2019 to 2021,first overall analysis,and then from the three specific requirements of the ability to demonstrate and explore problems.The fourth part summarizes the mastery of students' ability to demonstrate and explore problems from the students' answers to 42 questions in the national college entrance examination in 2021,and understands the confusion of teachers in cultivating their ability to demonstrate and explore problems through questionnaires to teachers.The fifth part puts forward targeted suggestions based on teaching practice according to the specific problems of teachers and students in the test paper test and questionnaire survey.The sixth part is the conclusion,which reviews,demonstrates and discusses the concept of problem ability,its relationship with the four abilities,the shortcomings and suggestions of ability training.