Historical issues
Your basic knowledge is not well mastered, and the basic historical theory is not well cultivated.
How to improve the ability to take exams?
This problem can be solved in turn by "examining the questions accurately", "finding all the materials", "clarifying the thinking" and "standardizing the answers".
First, the structure of the test questions.
Main language, answer language, prompt language, qualifier.
Second, keywords are the lifeblood.
Trunk, answer, prompt and determiner are all composed of several words or phrases. Whether we can correctly understand the above components depends on our understanding of these words, especially the key words.
Third, clear your mind.
Clear thinking is a necessary condition for standardizing the answer.
1. Screening point.
What should I answer first? What did you answer later? To what extent? How to combine related points? Wait a minute. On this basis, carefully scrutinize the requirements of the test questions again, and then select the part that is most closely related to the topic from the previously selected materials to form the answer points.
2. Study the distribution of test scores and determine the key points. In general, questions with higher scores are of course the focus of the answer.
3. Clear the answer to the question that does not clearly point out the direction of thinking, and break through the difficulties. Although these problems are difficult to grasp, they often have certain rules to follow. Such as "reason", "evaluation", "experience" and so on. Let's discuss the general idea of answering such questions.
evaluate
Generally speaking, it should be analyzed from both positive and negative aspects.
On the negative side, we should think from the angles of "harm", "limitation" and "deficiency".
Positive aspects are often called "meaning". It is often divided into the following three parts to answer: First, summarize the essential characteristics of historical phenomena in concise language (usually one sentence). Secondly, it points out the direct, recent and small-scale functions and influences of the historical phenomena investigated. Thirdly, it points out that the historical phenomenon under investigation has produced or will produce profound, long-term and large-scale influence.
Learn from experience
In fact, the answer to this question is not rambling. Generally nothing more than the following aspects. First, the regularity and essential conclusion reflected by the phenomena in the topic. Second, the basic principles and viewpoints of dialectical materialism and historical materialism reflected by the phenomena in the topic. Third, the phenomenon mentioned in the question verifies the correctness of the existing policies or the harmfulness of things. Fourth, what lessons can we learn from the phenomena in the problem? Fifth, after learning the corresponding experience and lessons, what direction should we work hard.
According to the above ideas, it is not difficult for us to get the answer to the "experience" question. In addition, the scoring criteria for such questions are generally broad. This kind of "difficult problem" can actually become an easy-to-score topic.
Break the mindset, analyze and solve problems realistically in strict accordance with the information provided by the test questions themselves.
Therefore, when determining the thinking of solving problems, candidates must not review similar topics they have done before, nor mechanically copy the expressions of relevant contents in textbooks. We should firmly follow the results of the examination, decisively extract some information related to the examination questions from the corresponding contents of the teaching materials, combine the characteristics of the history discipline, and make correct choices by using the basic principles of dialectical materialism and historical materialism. Only in this way can we effectively eliminate the interference of thinking mode and ensure that the test results can be transformed into correct answering ideas.
Prepare an outline.
It is generally believed that compiling an outline is a necessary means to ensure that the answers are complete, orderly, standardized and neat, and should be an indispensable link in the examination process. However, many candidates often omit this step in order to save time. This is mainly due to the contradiction between the tight examination time and the large number of papers. Combining the advantages and disadvantages, a more appropriate approach is: the outline must be listed, but it must be concise.
The outline should include two aspects. First, it clearly lists several small problems. Each small problem is divided into several paragraphs, and each paragraph is divided into several levels. Each level contains several points, and what keywords are used for each point. Second, design the layout of the answers on the test paper, arrange the position of each question and each pass on the test paper, and lay the foundation for the next standardized answer.
There are not too many words in the outline, as long as you can understand them.
Write neatly, too. ``````````` ~! So much the better!
I hope you can be inspired ~!
also
In recent years, the test function of history questions has been fully tapped, and its position in the college entrance examination has been consolidated day by day, and this kind of questions is precisely the place where candidates are most likely to lose points. The reason is that the basic knowledge is not well mastered, and the basic theory of history is not well cultivated, but the poor ability to take exams (the ability of candidates to turn their historical knowledge into test scores) is also a factor that cannot be ignored. How to improve the ability to take exams? This problem can be solved in turn by "examining the questions accurately", "finding all the materials", "clarifying the thinking" and "standardizing the answers".
First, examine the questions.
Accurate examination is the premise of correct answer. Although there are many types of themes
Diverse, but its basic structure is roughly the same, therefore, there are certain rules to follow in the examination of questions, which can be roughly divided into three steps:
First, analyze the structure of the test questions.
History question and answer questions generally include four parts: subject, answer and mention.
Indicative language and restrictive language. For example: "Comment on the historical role of the national bourgeoisie in China during the democratic revolution." In this question, "China national bourgeoisie" is the subject, "historical role" is the answer, "democratic revolution period" is the determiner and "comment" is the prompt.
The subject is also called "central language". Generally located in the middle of the test questions, it consists of specialized historical nouns (the main language of the material questions usually appears in the form of historical materials). It tells candidates which historical event or phenomenon the test questions are aimed at. This is the theme of the question and the core of the test question, and all other components of the test question revolve around it. Only by correctly understanding the connotation of the head language can we grasp the general direction of the exam. Otherwise, it is impossible to accurately examine the questions. Finding the main words should be the starting point of the exam.
The answer language is the item to be answered, which is often located at the end of the test questions. It specifies what should be answered. This is the ultimate goal of the exam. If you find the right answer, you will grasp the key to the problem, clarify the direction of thinking, find the key point to solve the problem, collect materials and sort out the answers, and you will have a goal. Checking the answers is the most important step in the examination process.
Tips often appear in front of the test questions (in the answer language where the tips of individual test questions are combined). Specify how to answer, that is, how to solve the problem. Commonly used words are: statement, comment, theory, comparison, explanation and so on. These words can clearly tell us the types of test questions and prompt us to deal with them. Grasping the accurate prompt can determine the basic structure of the answer and the basic method of solving the test questions.
Determiner is a restriction on the scope, degree and angle of subject language, answer language and prompt language. The range of answers is basically in front of the main language, the answer language and the prompt language (the determiners of individual questions are integrated into the main language). For example, "Briefly describe the main political activities of the national bourgeoisie in China during the old democratic revolution." Bulleted words in the question are determiners. Among them, "brevity" is the limitation of prompt, "old democratic revolution period" is the limitation of subject in time range, and "ruling" is the limitation of answer in degree and angle. Accurately understanding determiners can save a lot of useless work, thus ensuring that very valuable examination time is used where it is most needed, and can also reduce the workload of marking teachers and avoid annoying teachers.
Of course, in recent years, the way of asking questions in the college entrance examination is generally not so straightforward. There are plenty of problems. Some people only ask one question, but the components of the question are not clear at a glance. For example, 1998 college entrance examination question 49: "After the American War of Independence and the Latin American War of Independence were successively won, the British North America 13 colony established a unified United States of America, while the Spanish colony in Latin America established a series of independent countries. Try to explain the reasons for this phenomenon from the background and process of the two wars of independence. " The subject in the title is "this phenomenon", that is, "after the American War of Independence and the Latin American War of Independence were successively won, the 13 colony in British North America established a unified United States of America, while the Spanish colony in Latin America established a series of independent countries". The answer is "why", the prompt is "explanation", and the qualifier is "from the background and process of the two wars of independence". Although the distribution of these components is not so clear, it is not difficult to find them by a little in-depth analysis. If you ask many questions, you need to find out their main words, answers, hints and qualifiers one by one. Think of a question as several questions that need to be answered separately.
Second, scrutinize key words.
Understanding the structure of the test questions and finding out the four components of the test questions only create convenient conditions for accurate examination. Understanding the connotation of the above four parts can be regarded as clarifying the requirements of the topic. Trunk, answer, prompt and determiner are all composed of several words or phrases. Whether we can correctly understand the above components depends on our understanding of these words, especially the key words. From this perspective, understanding the meaning of keywords is the basis of the exam, and scrutinizing keywords has become a decisive step in the exam process.
Qualifiers are the most likely to make mistakes in examining questions. The scrutiny of the words that constitute determiners often determines whether candidates can answer the questions according to the scope defined by the proposer. If the question is "small", it will lead to incomplete answers. If the exam is "big", it will do a lot of useless work, waste a lot of precious exam time, dilute the topic of the exam and affect the score of the exam. Therefore, we should put a lot of energy into the exam to complete this important work.
In a problem with multiple questions, it is not easy to examine the main vocabulary of each question. Except for the first question, the main vocabulary of each question is mostly pronouns, such as "qi" and "this". The meaning of these pronouns is determined by the previous sentence or sentences, and some sentences are often quite complicated. In the process of examining the questions, a little carelessness may lead to deviation in understanding, which may lead to the inability to correctly understand the meanings of these pronouns. In this way, it is inevitable to answer irrelevant questions, and naturally you will not get the points you deserve.
Third, speculate on the proposition intention.
In order to truly and accurately solve the problem and answer the questions and answers according to the requirements of the test questions, it is impossible to fully meet the requirements only by clarifying the structure of the test questions, grasping the meaning of keywords and literally understanding the test questions. Only by clearly understanding the intention of the proposer can the examination of the questions be truly "in place". Candidates have made it clear what abilities, basic knowledge and political and ideological understanding the proposer should examine. You can answer questions according to the proposer's intention and the proposer's thinking. In this way, candidates' answers to questions will be as close as possible to the "reference answers" of the test questions.
Second, find all the materials.
After the "examination", the examinee's thinking should immediately turn to the collection of materials needed for answering questions. Finding all the materials is the key to solving the problem. Only by finding all the materials can we ensure that we don't miss the main points when answering questions. In other words, it's not missing points. From this, it is concluded that whether the required materials are complete or not will determine the final score of this question.
"Materials" include two parts, one is the basic historical facts related to the topic, and the other is the basic historical theory and understanding needed to answer questions. "Collection" of course refers to searching in your own "memory bank".
The collection of materials should be "comprehensive" and don't miss anything related to the topic. At the same time, we should also pay attention to solving the contradiction between tight time and many contents, so as to be "concise", and finding materials can only be a sketch and framework.
Third, clear your mind.
Clear thinking is a necessary condition for standardizing the answer.
1. Make clear the basic structure of the answer and filter the main points.
After completing the above two steps, the examinee's main energy should immediately turn to the overall planning of the answer. What should I answer first? What did you answer later? To what extent? How to combine related points? Wait a minute. On this basis, carefully scrutinize the requirements of the test questions again, and then select the part that is most closely related to the topic from the previously selected materials to form the answer points.
2. Study the distribution of test scores and determine the key points. In general, questions with higher scores are of course the focus of the answer.
3. Clear the answer to the question that does not clearly point out the direction of thinking, and break through the difficulties. Although these problems are difficult to grasp, they often have certain rules to follow. Such as "reason", "evaluation", "experience" and so on. Let's discuss the general idea of answering such questions.
(1) "Reason". No matter from what angle, we should make clear the undertaker of history-the social groups (or individuals) involved in the historical phenomenon mentioned in the title. Analyze their political and economic status in society, their political and economic requirements and their relationship with the things involved in the topic one by one. From this, it is not difficult to find their role in the occurrence of the historical phenomenon mentioned in the title, that is, it is the reason for the above historical phenomenon.
2 "evaluation". Generally speaking, it should be analyzed from both positive and negative aspects.
On the negative side, we should think from the angles of "harm", "limitation" and "deficiency".
Positive aspects are often called "meaning". It is often divided into the following three parts to answer: First, summarize the essential characteristics of historical phenomena in concise language (usually one sentence). Secondly, it points out the direct, recent and small-scale functions and influences of the historical phenomena investigated. Thirdly, it points out that the historical phenomenon under investigation has produced or will produce profound, long-term and large-scale influence.
(3) "experience" (inspiration, enlightenment, what is reflected and what is thought? Wait). Candidates often feel that they can't start with this kind of topic, and many students simply give up these topics during the exam.
In fact, the answer to this question is not rambling. Generally nothing more than the following aspects. First, the regularity and essential conclusion reflected by the phenomena in the topic. Second, the basic principles and viewpoints of dialectical materialism and historical materialism reflected by the phenomena in the topic. Third, the phenomenon mentioned in the question verifies the correctness of the existing policies or the harmfulness of things. Fourth, what lessons can we learn from the phenomena in the problem? Fifth, after learning the corresponding experience and lessons, what direction should we work hard.
According to the above ideas, it is not difficult for us to get the answer to the "experience" question. In addition, the scoring criteria for such questions are generally broad. This kind of "difficult problem" can actually become an easy-to-score topic.
4. Break the mindset and analyze and solve problems in strict accordance with the information provided by the test questions themselves.
Introducing the new achievements and new viewpoints of historical research and changing the thinking mode caused by textbooks and society is a proposition way for college entrance examination to examine candidates' ability to examine history from multiple angles and in all directions and independently use what they have learned to solve problems. This method fully embodies the ability-based characteristics of college entrance examination questions, and often has a high degree of discrimination. At the same time, they are all difficult and easy for candidates to lose points. For example, 1995, questions 3 and 4 of question 38 of the college entrance examination asked: "What problems did Lu Xun expose in China society at that time?" "What do the different uses of compasses in modern Western Europe and China show?" The answer is: "Old China was ignorant and backward, and the advanced science and technology in ancient China failed to give full play to the role of promoting social progress." "Whether science and technology can produce huge economic and social benefits depends on the social environment." However, many candidates, based on the mindset that "China's ancient science and technology has been leading for a long time, and the brilliant cultural achievements created by hardworking people in China have attracted worldwide attention, and we are proud of the achievements of our ancestors", cannot objectively analyze the social situation in ancient China, and turn a blind eye to the phenomenon that science and technology is regarded as "strange and clever" under the feudal system. In this way, their thinking direction is completely opposite to the requirements of the test questions, and it is naturally impossible to get high marks.
Therefore, when determining the thinking of solving problems, candidates must not review similar topics they have done before, nor mechanically copy the expressions of relevant contents in textbooks. We should firmly follow the results of the examination, decisively extract some information related to the examination questions from the corresponding contents of the teaching materials, combine the characteristics of the history discipline, and make correct choices by using the basic principles of dialectical materialism and historical materialism. Only in this way can we effectively eliminate the interference of thinking mode and ensure that the test results can be transformed into correct answering ideas.
5. Prepare an outline.
It is generally believed that compiling an outline is a necessary means to ensure that the answers are complete, orderly, standardized and neat, and should be an indispensable link in the examination process. However, many candidates often omit this step in order to save time. This is mainly due to the contradiction between the tight examination time and the large number of papers. Combining the advantages and disadvantages, a more appropriate approach is: the outline must be listed, but it must be concise.
The outline should include two aspects. First, it clearly lists several small problems. Each small problem is divided into several paragraphs, and each paragraph is divided into several levels. Each level contains several points, and what keywords are used for each point. Second, design the layout of the answers on the test paper, arrange the position of each question and each pass on the test paper, and lay the foundation for the next standardized answer.
There are not too many words in the outline, as long as you can understand them.
Fourth, standardize the answer
Normative answers are the ultimate guarantee for answering good questions.
1. Specification of answer format. Answering questions should strictly correspond to the way of asking questions, adopt the format commonly used in history teaching, and achieve "paragraph, point and serial number" in order to have a clear hierarchy. The answers organized in this way can be consistent with the overall thinking of the history marking teacher, which creates convenient conditions for the teacher to read and judge the test questions smoothly. Answering questions in a standardized format can effectively reduce the burden on marking teachers. At the same time, it also creates more scoring opportunities for candidates invisibly.
2. Language specification. We must pay attention to the use of historical language when organizing answers. The main advantage of this is that you can express the examinee's thoughts most accurately in the simplest language. At the same time, it can also fully show the historical background of candidates, thus winning the favor of marking teachers.
3. Writing norms. Writing norms mainly include two aspects: one is font norms and word norms. The answer is usually written in regular script. Although the font does not require high artistic level, it must be clear and neat. We should also pay attention to the standardization of the words used in the answer sheet, and we should not use nonstandard simplified words, let alone make our own words. Second, the layout is standardized. The answer sheet should be written as much as possible according to the layout designed when compiling the outline, which is easy for candidates to write answers that account for about four-fifths of the remaining space of the test paper. By doing the above two points, the candidates' answers can make the marking teacher clear at a glance. In this way, it can be ensured that all the key points of the answers written by candidates will not be converted into scoring points because of unclear identification (or because of chaotic writing, the marking teacher can't find the required key points in a limited time).
Haha ~
I think history is so boring! But I'm a liberal arts major.