Research On Test Questions Based On Guidance Function

The Academic Test for the Junior High School Students,referred to as "high school entrance examination",not only marks the end of the compulsory educational administration stage,but also the first large-scale examination faced by students in Tianjin area.Therefore,its proposition has become an important periodic work,and the direction of proposition has changed greatly in the reform of high school entrance examination.Under this background,Tianjin's high school entrance examination has achieved great strides.In October 2019,the "opinions on the implementation of Tianjin's promotion of the reform of high school entrance examination system" marks the official start of the reform of high school entrance examination.The history subject was transferred from the HKCEE to the senior high school entrance examination,and included in the results.The reform has caused great changes in history teaching in Tianjin junior middle schools.In this context,we should not only recognize the development trend of history as a humanities discipline,but also implement the perspective of education.This study first presents the logic of argument,defines the concept and significance of "teaching oriented function",analyzes the changes and characteristics of history proposition of senior high school entrance examination from the perspective of teaching needs,and examines the changes of knowledge and thinking methods,which will form teaching needs and provide guidance for the improvement of teaching.Based on Tianjin's three-year history test questions in the three years of reform and development from 2018 to 2020,a large number of literature from the research to understand the gradual changes and tendencies in the test papers,analyze the rules and development of the test questions,and point out many shackles and stress feedback faced by Tianjin junior middle school history education.Combined with the reflection of students' examination papers and interviews with teachers,we can fully understand the overall feeling of the changes of senior high school entrance examination questions.At the same time,we can understand the problems of review only achievement theory,students' lack of initiative,subjects are not paid attention to,and examination questions are lack of ability training and so on,and understand the reaction and demand of students and teachers for the reform.Finally,we should guide the effective review teaching in junior high school,and strive to help the teachers and students who are facing the entrance examination.We should explore a teaching strategy for them that is focused,effective,extended,trained,based on ability,respecting the law,in line with the concept of core literacy,and in line with the needs of teachers.