Research On The Changes And Teaching Strategies Of Chinese Modern History Test Questions In The Middle School Entrance Examination Under The Background Of The New Curriculum Standards

With the introduction of the 2022 curriculum standards,the country has put forward clearer requirements for history teaching in junior high schools.At the same time,Hunan Province will achieve a unified proposition for the high school entrance examination in the province in 2024,making it necessary to analyze the historical exam questions of several different regions.Based on the background of the new curriculum standards,comparative analysis and inductive summary methods were mainly used to study the changes,answers,and existing teaching problems of the Chinese Modern History exam questions in Changsha,Zhuzhou,and Yiyang,Hunan Province,from 2020 to 2022.By studying and summarizing the changes and focuses of the exam question system,and providing some practical and operational teaching strategies for junior high school history teaching.According to the analysis of the test questions,the score fluctuation of the test paper is relatively small,and the score of modern Chinese history accounts for a relatively high proportion.The test questions focus on examining the history of the New Democracy Revolution,especially the history of the CPC.The format of test questions is increasingly emphasizing the cultivation of students’ comprehensive abilities,and the types of test questions are becoming more flexible and open.Through the analysis of the answers to the questions,we can find that there are some problems in the teaching process,such as the lack of solid grasp of basic historical knowledge,confusion of historical concepts and major historical events,weak ability to obtain information and historical data,weak ability to comprehensively use the knowledge learned to analyze historical data,shallow awareness of historical discipline literacy,and insufficient training of critical thinking.Based on the above research results,it is believed that junior high school history teaching should be based on the history curriculum standards,guided by the cultivation of core historical literacy abilities.Throughout the teaching process,it is necessary to always implement historical materials teaching and continuously implement students’ subjective concepts.At the same time,it is also necessary to make reasonable use of teaching data to continuously motivate students to learn and think independently.Practice has proven that strengthening the analysis of high school entrance examination questions is conducive to better guiding junior high school history teaching and providing effective and feasible teaching strategies for frontline teachers.