Analysis Of New College Entrance Examination History Test Questions And Teaching Strategy Based On Core Literacy.(2020-2022)

The new college entrance examination history test questions have changed from " knowledge conception,ability conception " to " value guidance,literacy orientation,ability emphasis,knowledge-based " comprehensive evaluation,which runs through the core literacy level of students.Teachers also need to keep pace with the times and adjust their teaching ideas in time to formulate better teaching plans and strategies.Studying the new college entrance examination questions helps to understand the direction and trend of education reform,as well as the development direction of future education,cultivate the talents needed by the country,and thus implement the fundamental task of establishing morality and cultivating people.This paper analyzes the history test questions of the new college entrance examination based on the core literacy of the history discipline,draws the characteristics of the examination,and puts forward corresponding strategies for teachers ’teaching and students ’ learning.The main contents of this paper are as follows :First of all,taking the historical examination papers and national examination papers of Shandong,Beijing,Hainan,Tianjin,Guangdong,Hunan,Liaoning,Hebei,Jiangsu,Fujian,Hubei and other provinces that have implemented the new college entrance examination as the research object,this paper analyzes the question type,question number and score,examination knowledge,examination situation,question setting angle,and the way and characteristics of examining the core literacy of the new college entrance examination,and makes statistics on how to examine the core literacy of historical materialism,time and space concept,historical evidence,historical interpretation,and family and country feelings.Secondly,through the questionnaire survey,combined with the analysis of the interview results of teachers and students,this paper investigates and analyzes the current situation of high school teachers and students on the cultivation of core literacy of history and the cognition of new college entrance examination questions.Through the investigation,it is found that the current teachers have relatively full penetration of historical core literacy in teaching,but high school students have relatively insufficient understanding of the connotation of historical core literacy;at the same time,there are some problems,such as unclear core concepts,simple understanding of concepts,difficult to solve practical problems,and inflexible use of historical knowledge.Most of the students can reach the level of qualified examination,but the ability to reach the level of grade examination needs to be improved.One of the important reasons is that students have insufficient mastery and application of the new college entrance examination history questions.In the analysis of the test questions,it is found that at the level of knowledge module division,the new college entrance examination questions pay more attention to the examination of Chinese history,especially modern history,and pay attention to the cultivation of students ’ core literacy of historical materialism,historical interpretation and family feelings.The test questions that penetrate the examination of historical core literacy show the characteristics of relying on different emphasis on knowledge points,repeated examination of backbone knowledge,different angles of questions,combination of pictures and texts of test materials,creation of situations,and full reflection of the development direction of the times.On the basis of test analysis and questionnaire survey,this paper puts forward the strategy of cultivating historical core literacy in teaching,and explains the case.It is divided into two aspects.On the one hand,teachers’ teaching strategies : first,the problem leading strategy sets gradient problems,conflict problems and open problems;second,create situational teaching,break through the limitations of teaching materials,create related situations,substitute roles,and solve practical problems;third,material study,first collect historical materials and then apply them to teaching;fourth,combined with current political hot spots,carry out history teaching,first summarize the academic and current political hot spots in recent years,then combine with teaching,and analyze with cases.On the other hand,students ’ learning strategies : first,construct mind map,consolidate the internal relationship of knowledge,students master the method of constructing mind map,and then use mind map to preview before class,classroom learning,review after class and exercise training;second,analyze the way of setting questions,improve the ability of problem solving,students analyze the angle of setting questions and the key words of setting questions,find the rules to grasp the direction of answering questions and master the skills of answering questions;third,clever use of picture tables,strengthen historical understanding,in-depth understanding and grasp of textbook charts,learn to use historical atlases;fourth,return to the real questions,review the past and learn the new,and practice in stages in the three grades of high school.According to the knowledge points learned,specialize in the real questions,consolidate what you have learned,check for deficiencies,improve historical thinking ability in practice,and promote the cultivation of historical core literacy.