Study On The Application Of Historical Situation Teaching Under The Evaluation System Of College Entrance Examination

In January 2020,China’s College Entrance Examination Evaluation System and Explanation of China’s College Entrance Examination Evaluation System developed by the National Examination Center of the Ministry of Education were released.The system answers the fundamental question of "why,what and how to take the College entrance examination" from three aspects: the core function,content and requirements of the college entrance examination.This paper gives the answer to the fundamental question of "who to train,how to train and for whom to train" in the field of college entrance examination.Among them,"situation" is an important carrier of examination content and requirements.So how to use situational activities to achieve positive interaction between teaching and examination,to promote examination by learning,to promote learning,is an urgent problem in history teaching.This paper takes the historical situation teaching under the college entrance examination evaluation system as the research object.Supported by the situational cognition and learning theory and experiential teaching theory,this paper combines the college entrance examination evaluation system with the historical situation teaching from the perspective of student orientation and the requirements of the new curriculum standards,so as to make the teaching content more vivid and three-dimensional,and explore the application strategy of historical situation teaching under the college entrance examination evaluation system.The article is divided into four parts.The first part analyzes the research background and significance,sorts out and summarizes the research status at home and abroad,and determines the research direction of the paper.The second part mainly defines the core concepts of "historical situation teaching" and "historical situation teaching under the evaluation system of college entrance examination",and clarifies the relevant theoretical basis of this study.The third part mainly analyzes the different question types and test points of the national History College entrance examination in 2022,and concludes that the historical context has the characteristics of attaching importance to true feelings,creating life situations,integrating into the real society and introducing research topics.The fourth part explains the application of historical context teaching under the college entrance examination evaluation system,and takes the latest edition of high school history textbook "Outline of Chinese and Foreign History(Ⅰ)" lesson 16 "Two Opium Wars" as an example.This paper proposes that teachers should create situational teaching by restoring the real situation of history as much as possible,eliciting historical problems from the real world,exploring historical roots from daily life,and introducing academic disputes to trigger inquiry questions.Combined with classroom teaching feedback,this paper puts forward some problems that should be paid attention to in situational teaching under the evaluation system of college entrance examination.The research shows that the application of situational teaching under the college entrance examination evaluation system can stimulate students’ interest in learning,pay attention to the foundation,comprehensiveness,innovation and openness of historical knowledge,and help teachers change their teaching concepts and improve teaching quality.It can also guide students to transfer knowledge,so as to develop historical thinking and enhance the core quality of the subject.