The Problem-solving Dilemma And Teaching Countermeasures Of Historical Material Analysis Questions Under The Background Of The New College Entrance Examination

Historical material analysis questions are indispensable questions in the college entrance examination.After repeated practice and research,the importance of historical material analysis questions in the college entrance examination is increasing,and the percentage of scores is also rising.The solution to the problem of historical material analysis cannot be separated from the effective teaching countermeasures implemented by teachers.In January 2020,the National College Entrance Examination Evaluation System of China,developed by the National Examination Authority of the Ministry of Education,was issued,which put forward the unified purpose of talent selection for all disciplines: "One core,four layers and four wings".The examination content of the college entrance examination includes four aspects: core value,discipline accomplishment,key ability and necessary knowledge.Under the background of the new college entrance examination in Shandong Province in 2020,based on the content of the college entrance examination evaluation system,the historical material analysis questions have also undergone significant changes in the proposition structure,type questions and other aspects,and students need to improve their ability to cope with these changes.According to the questionnaire survey,students will encounter the following problems when answering the analysis questions of historical materials: under the reform of the new college entrance examination,students are unfamiliar with the proposition,structure,type and quantity of the questions,and meanwhile they have time pressure to answer;In the face of different types of questions,students will find it difficult to find the way to solve this type of questions and methods;In the organization of questions,students ignore the transfer of knowledge,it is difficult to achieve the combination of history and theory;In the standard answer,students will produce in the process of examination and answer the process of non-standard.In order to solve the above problems,high school history teachers should implement teaching countermeasures in the following aspects.First of all,we should interpret the new changes of the new college entrance examination for students,so that students can understand the proposition structure and direction of the new college entrance examination.Secondly,it is necessary to summarize the problem-solving methods of material analysis questions for students,consolidate the basic knowledge of students' history,establish a systematic network of historical knowledge,pay attention to students' learning and transfer ability,strengthen the teaching of historical materials,summarize the interpretation methods of historical materials,so as to strengthen students' ability of historical materials' interpretation and enhance students' ability of combining history and theory.Finally,it is necessary to cultivate students' habit of standardized answer and pay attention to the standardization of examination process and answer process.Historical material analysis questions are the most difficult questions in the college entrance examination.It is the most important task for senior history teachers to solve students' difficulties in solving historical material analysis questions,which is related to the future of students.Making effective teaching countermeasures can not only improve the teaching quality of teachers,but also improve the ability of students to answer the historical material analysis questions,and meet the requirements of the college entrance examination evaluation system.