| The senior high school entrance examination not only tests whether junior high school students meet the academic requirements of the state for the compulsory education stage,but also Undertakes the function of selecting students for the next stage of admission.The subject is an important part of the National Curriculum,which is a history subject at the secondary school level,and teaching and assessment is one of the important ways in which it is implemented.In this paper,we present a selection of history papers from 2016 to 2021 for the Chengdu City High School Entrance Examination.and studies the score distribution,knowledge point distribution,main question types,and the proposition features,the test papers for the subjective and objective questions respectively in the test papers,in order to provide information on the historical propositions and history of the Chengdu Senior High School Entrance Examination in the future.Teaching provides reference and reference.In the past 6 years,the propositions of the history examination papers of the Chengdu Secondary School Entrance Examination have been mainly based on the curriculum standards,supplemented by the examination instructions,and based on the teaching materials.The author studies the main and objective questions of the examination paper from three different dimensions of score distribution,knowledge point distribution and question type type,and then starts from the specific topics,and the examination paper presents the characteristics of the basic content of the examination,the stable and changing structure of the examination paper,the flexibility of questioning,the penetration of the core literacy of the discipline and the characteristics of the times;it also presents the fixed question type,the relevant local history materials are less involved,and the problem of setting up individual topics is not closely related to the material and the problem.Through the study of these 6 years of examination papers,the author summarized the four teaching revelations of paying attention to basic knowledge,establishing a knowledge system,paying attention to the reading of historical materials,training historical thinking,paying attention to current affairs,learning to learn from the past and the present,implementing three-dimensional goals,and infiltrating core literacy. |
