Research On The History Examination Questions Of Luzhou City 2015-2019

At the end of last century,under the slogan of "deepening education reform and comprehensively promoting quality-oriented education",history teaching in middle schools changed from paying attention to students' knowledge education to quality-oriented education and paying attention to students' all-round development.The Central Committee of the Communist Party of China and the State Council attach great importance to the curriculum reform.A new round of basic education curriculum reform was officially launched in 2001.In order to effectively standardize and guide the reform of basic education curriculum,the Ministry of Education issued the "Full-time Compulsory Education History Curriculum Standards(Experimental Draft)" and the 2011 edition of the "Compulsory Education History Curriculum Standards".In 2017,the history discipline was also proposed.Five "core literacy".Along with curriculum,the constantly updated middle school history teaching in the "literacy conception" of the new stage.How to "core literacy" and "ability conception" in the junior middle school history teaching examination organic fusion,need to be further explored."High school entrance examination"(hereinafter referred to as "high school entrance examination")has been widely concerned because it measures the level of graduation and the nature of selection of high-level schools.This paper studies the historical examination questions of the 2015-2019 high school entrance examination under the background of Luzhou's basic education curriculum reform.Taking the historical three-dimensional teaching goal as the starting point,the typical analysis of the time and space concepts,empirical historical data and family feelings reflected in the historical examination questions of the Luzhou middle school entrance examination Wait for core literacy.And reflect on the test questions and then put forward some propositional suggestions,hoping to have a certain reference to the creation of the history test questions in Luzhou middle school entrance examination and the improvement and improvement of junior middle schoolhistory teaching.This article consists of five parts:The first part describes the reason,theoretical basis and practical significance of the topic selection,sorts out the current research status of the topic,summarizes the research ideas and research methods of the topic,and finally points out the innovation and deficiencies of the topic;The second part describes the background of the reform of the historical test questions for the senior high school entrance examination,and outlines the proposition basis of the historical test questions for the senior high school entrance examination in Luzhou;The third part summarizes the longitudinal development trend of the historical test questions of Luzhou high school entrance exams from 2015 to2019.From the structure of test questions,the content of test questions and the characteristics of the test,an overall analysis of the historical test questions of Luzhou high school entrance exams in the past five years is made.Explain the content and structure of the test questions,and analyze the core literacy cultivated in the typical test questions.The fourth part outlines the reflection on the historical examination questions and suggestions for the test system in Luzhou City.It reflects on the shortcomings in the historical examination questions for the past five years,and makes suggestions on the examination system for the history test.The fifth part summarizes the deficiencies in the history teaching of Luzhou junior high school and reflects on it,and how to use the history test questions in the middle school history teaching to strengthen the connection between the exam questions and daily history teaching The "learning" of Luzhou junior middle school history teaching preparation strategies.