Analysis Of Historical Multiple Choice Questions In College Entrance Examination And Research On Teaching Strategies

Examination is an indispensable section in the teaching system and an important means to measure the teaching quality and teaching effect.With the reform of the curriculum and the reform of the college entrance examination system,the research on the subjects of the history subject college entrance examination has also become more and more important.As the most important question type in the college entrance examination questions,historical multiple-choice questions not only occupy a high proportion in the history test papers,but also have important value for examining students’ knowledge accumulation and logical thinking ability.For this reason,this paper,guided by the Marxist historical materialism,deeply analyzes the historical multiple-choice questions of the national college entrance examination in the Inner Mongolia Autonomous Region in the past five years from 2017 to 2021,analyzes the propositional characteristics of the historical multiple-choice questions in the college entrance examination,and insists on taking students as the main body.Based on the actual teaching situation in Inner Mongolia Autonomous Region,this paper summarizes some basic teaching strategies for high school history teaching.It is expected to provide some useful guidance for the history teaching in senior high school,and make a small contribution to realize the goal of "educational joint force".From the macro level,this paper firstly analyses on the historical multiple-choice questions of the national college entrance examination in the past five years from three aspects: the design concept,the presentation method of the test questions and the selection of questions.Based on the design concept,the historical multiple-choice questions show a change in concept from "knowledge concept" and "ability concept" to "value-oriented,literacy-oriented,ability-oriented,and knowledge-based";the presentation method of the test questions is to use new historical materials and create new situations,but the essence is to assess the necessary knowledge of history;the subject selection is authoritative,typical,novel,and highlights the historical and basic nature.Secondly,from the micro level,this paper analyses on the historical multiple-choice questions of the national college entrance examination in the past five years from the four aspects: the examination question type,examination content,question form and score distribution.The question type of the test questions is stable,and the examination has been in the form of single-choice;the question number and the number of questions are also relatively stable.The content of the examination questions focuses on the examination of important historical concepts and the words of the test questions have obvious directivity,which effectively reduces ambiguity.The distribution of examination questions is relatively stable,and the ratio of world history and Chinese history examinations in the multiple-choice questions is still 1:2;the changes in adjacent years are relatively small,but there has been slight change in the 2021 college entrance examination history multiple-choice questions world history part.Compared with the previous four years,there are no multiple-choice questions in the ancient history part of the world history,and the modern world history part has increased.At the same time,this paper analyzes the propositional characteristics of the national college entrance examination history multiple-choice questions.The college entrance examination history questions based on the top-level design are obviously political and educational.At the same time,there are the characteristics of stable test question structure,focusing on the examination of necessary knowledge,citing new materials,creating new situations and focusing on the examination of historical core literacy.Finally,the following teaching strategies are mainly proposed based on the problems existing in the current high school students in answering historical multiple-choice questions.The firstly based on the status of the textbook itself to build a historical knowledge system combining points,lines and surfaces;in the next placein practical teaching,it is important to focus on cultivating the core literacy of history,highlighting the guidance of core values;the third point: it is also necessary to repeatedly analyze the real questions of the college entrance examination,and gain insight into the examination situation and direction of the college entrance examination;the last point,it proposes teaching strategies based on interest,consolidating the historical foundation,and efficiently simplifying the memory of historical knowledge,such as cross-line memory method,elimination method,associative memory method,and "three-seeing" and "three-thinking" answering skills,etc.