| Cultivating students’ core literacy is inseparable from educational evaluation,and examination is the most important method in current educational evaluation.If there are candidates in the family,the college entrance examination is simply a big deal.The examination of history subjects further strengthened the cultural inheritance,edification and shaping role of education.One of the prerequisites for students to take the history exam and achieve satisfactory results is to have a strong problem-solving ability.Practice shows that improving students’ problem-solving ability should be the focus of the third-stage review of history subjects.Based on the theoretical analysis of the education and teaching function,starting from the actual situation of the third year history teaching in high school,combined with the analysis of the selected examination questions,the discussion of the marking standards and the summary of the daily correction exercises,it is found that there are many problems in students’ problem-solving: memory confusion,Deviations,unclear questions,misunderstandings,and disorderly and random answers.Loss of scores for objective and subjective questions has its own "common problems",and there are rules to follow.Aiming at the physical and psychological characteristics of high school students with strong energy,concentration and basic logical thinking ability,combined with the situation that the history classroom teaching of high school is easy to fall into the misunderstanding of basic knowledge "fried rice",it is necessary to improve students’ ability to take exams and solve problems.In-depth study.Through experiments and summaries,the strategies to improve students’ problem-solving ability mainly include three parts: consolidating basic knowledge,training problem-solving skills,and cultivating problem-solving habits.In the LS middle school where the author teaches,the experimental group and the control group are set up to compare the data: whether the above strategy is implemented and the two situations before and after the implementation of the above strategy are used as variables,and statistical data is used to show the change of the same student’s performance and the fluctuation of the same class’ s performance.And the gap between different classes.Even from the perspective of the excellent rate of the whole school,the experimental results demonstrate that the above strategies are feasible in theory and practice.For the teaching of senior teachers and students,this subject not only has rich scientific theoretical support,but also can be truly “on the ground”,providing a little possible experience for frontline teachers and students. |
