| In 2020,Shandong province began to implement the "3 + 3" college entrance examination model,becoming the second batch of pilot areas for the new college entrance examination reform.In this context,the history discipline is separated from the synthesis of liberal arts and becomes a separate elective subject.Moreover,the new college entrance examination reform in Shandong Province was implemented just after the promulgation of China’s College Entrance Examination Evaluation System,so the "new" of the new college entrance examination history papers in Shandong province are not only "new" in the examination form,answer time,test structure,but also "new" in the proposition basis and proposition orientation.As of June 2022,the new college entrance examination reform in Shandong Province has been carried out for three years,and has gradually formed its own proposition characteristics,and has quite implemented and explored the concept innovation in China College Entrance Examination Evaluation System.So,it has great research significance.The author hopes to get some enlightenment from the history questions of the new college entrance examination in Shandong province in the past three years,and put forward some suggestions for the effective implementation of the core literacy in the current high school history teaching and better coping with the examinations.Through combing,the author found that the history papers of Shandong Provincial College Entrance Examination in 2020-2022 maintain a strong stability in terms of score,question type,knowledge structure,but at the same time,they also have innovation and development,and their innovation is concentrated in the problem context.Compared with the National Test Paper I,which was applied in Shandong Province in 2016-2019,the problem contexts created by Shandong Test Paper in the past three years have more clear themes,more diversified materials and more flexible questions.In addition,the author also found the examination orientation of history test papers of Shandong province in the past three years,very consistent with the requirements of the college entrance examination evaluation system in the examination content and carrier.The specific performance can be summarized into four aspects: attaching importance to value guidance,paying attention to context creation,highlighting ability test,emphasizing knowledge transfer.Combined with the above proposition characteristics and examination orientation,the author discussed the coping strategies of high school daily history teaching from four aspects.First of all,adhere to the value orientation and cultivate the correct values.Secondly,integrate the teaching content and attach importance to the knowledge connection.Thirdly,the appropriate select materials and innovative teaching situation.Finally,attach importance to ability cultivation and carry out problem exploration.In order to test the practicability of the above strategies,the author took Regime change and Ethnic Integration in the Three Kingdoms,Jin,Southern and Northern Dynasties,which is the fifth lesson in Outline of Chinese and Foreign History(I),as an example,combined the above coping strategies,and carried out a teaching design as well as some evaluation and reflection. |
