First, narrative question and answer.

This is the most basic type of question and answer. It is mainly to form a complete memory of the important knowledge in the textbook, accurately remember and understand the important historical events, and form a knowledge system about this event. When answering questions, you can completely copy the textbook, pay attention to clear organization, accurate words, close to the meaning of the question and rigorous logic.

Second, summarize the questions and answers.

It is to select and refine a large number of similar historical facts or phenomena scattered in time and space to form a centralized and generalized understanding and viewpoint. This paper mainly examines students' ability to generalize, generalize, reproduce and recognize the characteristics, basic clues and development process of the historical stage. When answering questions, we should pay attention to grasp the clues and characteristics of historical development from a macro perspective, break through and reorganize the narrative of teaching materials, form a deeper knowledge system, grasp the essence of events-progress and the limitations of event time, organize several groups of questions clearly, segment them from front to back, and rely on basic knowledge to summarize, summarize and summarize historical phenomena, historical facts, historical concepts and historical conclusions. , so as to answer the question more completely.

Third, evaluation questions and answers

It mainly evaluates the progress of historical figures, historical events, systems, policies, principles and measures, and the positive role of history. Test students' ability to use historical knowledge and combine history and theory to answer questions. The answer is to analyze and evaluate historical events, figures and viewpoints under specific historical conditions, seek truth from facts, analyze specific problems in detail, and pay attention to the evaluation with the viewpoint of splitting into two. Determine what kind of evaluation it belongs to first. The evaluation policy should be based on facts, proceed from the characteristics of a specific era, and evaluate objectively and accurately. To evaluate historical figures, we should use "facts to speak". We should not only contact the historical activities of the characters, but also evaluate them objectively and accurately. We should not criticize them by modern standards. Comparing and evaluating historical figures, it is difficult to find out their similarities and differences, then think carefully and make a correct judgment. The evaluation of historical events should be based on the nature, function and influence of the events, and the process can be omitted. Secondly, determine your own views, which should be clear and correct, and make accurate judgments. Thirdly, sort out historical facts according to your own views and prove your views with historical facts. The significance of solving the problem is clear and reasonable, so be careful not to list historical materials.

Fourth, comprehensive questions and answers

This is a common question type in history examination, which has multiple test functions. It is an interdisciplinary examination type that combines knowledge comparison, knowing pictures and answers, closely combining with practice, combining ideological education with knowledge and ability, and combining several questions. It mainly examines students' comprehensive quality and ability. When answering questions, pay attention to the different methods, ways, angles and key points of asking questions, and answer them in the order of asking questions, so as to avoid digression and complication and achieve accurate expression. Pay attention to this kind of problem.

Verb (abbreviation for verb) open-ended questions and answers

This means that the test questions only provide some materials or theoretical information, and all the questions are completed by students independently, which is the general direction of the current quality education reform. It will cultivate students' ability to master, analyze and solve problems. This kind of problem can be roughly divided into three types:

(1) is the confirmation and analysis of historical facts.

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Teachers help students learn to observe historical phenomena and facts, confirm their time, place, participants, reasons, process, nature and influence, and learn to analyze problems with their own independent opinions, such as comparing cartoons and maps with historical reality, comparing historical documents with archaeological objects, and comparing real crystals with fakes.

(2) Learn to judge by historical materialism.

When analyzing and commenting on a historical viewpoint, conclusion or theory, we should pay attention to:

(1) to judge the original point of view is right, wrong, one-sided and so on.

② Reasoning includes factual reasons, theoretical reasons and other conditions.

③ Point out the root, essence, harm, etc. The original point of view, and draw the correct theoretical judgment conclusion.

(3) Comprehensive application of historical knowledge to solve new problems.

At present, problems such as the infiltration and migration of multidisciplinary knowledge, the summary of historical experience and lessons, and the influence of history on the real society are constantly appearing in the test questions. When answering questions, we should pay attention to the intention of the proposer, flexibly choose and use the historical knowledge we have learned, and avoid copying textbooks and rigidly connecting them.