The Research On The Connection Between Teaching And Examination Based On The Trend Of Political Proposition In The New College Entrance Examination

Since 2014,China has launched a new round of reform of the college entrance examination.Against the background of the co-existence of the new college entrance examination and the traditional college entrance examination model,the design of the new college entrance examination questions and their new proposition trends are undoubtedly the focus of social attention.The study of the trend of the new college entrance examination about political test questions can provide some reference for the analysis of how to effectively connect the teaching and examination of high school political science classes under the new college entrance examination reform,and to realise the teaching and examination with the examination,so that the effect of teaching and examination can be optimised.However,as the new college entrance examination reform is in its initial stage in China and there are still relatively few provinces implementing it and published papers,this paper mainly focuses on the college entrance examination politics papers from regions where the new college entrance examination reform has been implemented in2020 and 2021,as well as the new standard politics national papers from 2017-2021 under the traditional college entrance examination mode,and uses the literature research method,comparative analysis method and educational observation method to analyse the questions on the above papers.Through the analysis and comparison of the old and the new college entrance examination politics test questions,this paper focuses on four parts:the characteristics and proposition trends of the new college entrance examination politics test questions,the teaching and examination issues reflected by the test reform,the proposition trends on the preparation of the test questions and the inspiration of teachers’ teaching.The main contents of the four parts are as follows.The first chapter mainly compares the old and new college entrance examination about political questions,summarises the new features and proposing trends of the new college entrance examination about political questions,and explores the inheritance and innovation of the new college entrance examination about political questions to the traditional college entrance examination about political national paper questions.For example,the new college entrance examination about politics questions still emphasise politics,moral education,life and modernity;at the same time,there are different innovations in the intention of the questions,the background setting of the questions,the selection of materials for the questions and the preparation of reference answers,thus reflecting the new proposing trends of the current college entrance examination about politics questions.Chapter 2 focuses on reflecting on some of the problems in teaching and proposing questions in senior secondary politics under the requirements of the new proposing trend.For example,under the new trend,some teachers still have the problems of selecting materials with more emphasis on selecting examples and less on creating situations;the teaching process presents more conclusions and less inspirational teaching;the emphasis on teaching theory and the difficulty of returning to life practice.Some of the existing political questions in the new college entrance examination are still in the exploratory stage,and there is still an emphasis on knowledge points and problem solving skills;there is a disconnect between questions and situations.Chapters 3 and 4 summarise the implications of the new proposition trends for teachers’ preparation and teaching activities in the future,based on an analysis of the new proposition trends and the problems of teaching and examination in the reform.For the development of test questions,the paper draws inspiration from three dimensions: the creation of test contexts,the development of options and questions,and the setting of answers.The implications for teachers’ teaching are analysed and summarised in four areas: using contextual teaching,improving students’ thinking skills,building a logical system for the subject and changing teaching methods.