| Since the implementation of the new curriculum reform and the new college entrance examination,the evaluation of "knowledge orientation" and "ability orientation" has shifted to the comprehensive evaluation of "value-leading,literature-oriented,capability-oriented and knowledge-based",and the daily teaching work needs to be adjusted accordingly.History Curriculum Standards for Senior High Schools(2017 edition,2020 revision)clearly point out that education in the new era must change the mode of personnel training and develop students’ core qualities.According to "China’s College Entrance Examination Evaluation System",innovation and openness are important requirements for college entrance examination.The novel open questions of college entrance examination history pay attention to the examination of students’ key abilities,but the scores of students are not high.Therefore,open questions have become the "shadow of low scores" in the minds of many teachers and students.In recent years,many experts,scholars and front-line teachers attach importance to the study of open examination questions,and have achieved a lot of results.However,combined with the examination data,the average score of the open-ended examination questions is always unsatisfactory.There are a lot of students in the low-scoring section,and few students in the high-scoring section.Based on the questionnaire and interview,combined with my own teaching experience,this paper understands that the teaching strategies in the front-line teaching still have some shortcomings,such as the fixed problem-solving mode or exercise class to deal with the open test questions,the teacher uses IQ level to judge the student ability and so on.Tracing back to the source,or the teacher’s teaching ideas and teaching methods there is a "Short board".This paper mainly discusses from four parts,the first part,analyzes the connotation of open test;This paper reviews the open questions of college entrance examination history from the aspects of content,examination carrier,question and evaluation standard.The proposition of open test questions is analyzed.It also explains the significance of studying its teaching countermeasures.In the second part,through the questionnaire survey of students and the interview of teachers,the teaching status of open questions in middle school history teaching is understood,and the causes of the problems revealed are analyzed.The third part,based on the above analysis,explores the teaching strategies of open questions in middle school history teaching.On the one hand,it focuses on teachers and expounds the teachers’self-improvement and teaching strategies.On the other hand,focus on student autonomy.Moreover,this article also carries on the analysis and reflection to its effect.The fourth part,taking the concrete teaching design as an example,implements the teaching strategy of open test questions. |
