Zibo senior high school entrance examination exchange QQ group:119408121.

Analysis on the overall difficulty of Zibo senior high school entrance examination history;

The history of senior high school entrance examination in Zibo is over, and many differences will be found compared with previous years. Mr. Ma will make a general analysis and summary of the chemistry test paper of the senior high school entrance examination from three aspects: the layout of the test paper, the difficulty of the topic and the comprehensive quality, and sum up the experience and lessons, which will be helpful or instructive to the future study and teaching.

The answer analysis of Zibo senior high school entrance examination history paper has the following characteristics:

The history part of this set of examination questions for the senior high school entrance examination in Zibo has not changed much from previous years in terms of the types of questions, the distribution of knowledge points and the difficulty. Especially the objective questions, students have a better grasp, and there are no difficult questions. Below, I will analyze the subjective questions for your reference.

Question 27, still two pictures, question 1 no problem. The key to the second question is to recognize the historical facts in Figure 1 and Figure 2. A direct logical relationship can be established between the disintegration of the Soviet Union and the establishment of the European Union and the United States. In addition, the influence of these two historical facts on the United States implies a comparative relationship: that is, the disintegration of the bipolar pattern made the United States the only superpower in the world at that time, and the establishment of the European Union also impacted the development of this situation in the United States, and the inquiry time and entrance of the admission results of the senior high school entrance examination in Zibo.

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Question 28, the theme of the exam is the relationship between social reform and social development. The second question, "Summarize the reasons for the success of Meiji Restoration according to the materials", I will find the answer from the materials according to what the teacher said, so I will extract it from the materials. This question is not to think about the problem as a whole, but actually to ask the reasons for the success of "reform", that is, what are the reasons (factors) for the success of all successful reforms in history. For example, it can conform to the historical development trend; The leading role of government and leaders; Whether the breadth and intensity of reform are in place; Whether the reform is beneficial to people's livelihood; Whether the content of the reform is feasible, etc. The students fixed their eyes on Japan, which limited their thinking. Question 3: The above questions have the same effect on modern world history. Students are required to clearly understand the concept of the development of modern world history, that is, the role (promotion or hindrance) of the development of world capitalism. It is easy for students to focus on the topic, only thinking about the reforms in Russia and Japan, and mistakenly answer: both countries have embarked on the capitalist road, and the reform is conducive to the development of capitalism in both countries and makes them stronger. When students think about problems, they lack the overall situation and integrity, can't correctly handle the relationship between the whole and the part, and mechanically copy the examination materials, textbooks and teachers' knowledge. Click below to download the word text version of the Zibo senior high school entrance examination history paper.

Zibo history test paper word text download. vitality

(Please add the group119408121to get the decompression password. )

Question 29 is still an inquiry question, but this question requires very high students' ability. Seemingly inconspicuous, it is actually a mystery. The question 1 looks simple on the surface, but if you look directly at the materials, you will find that China's weapons and equipment are backward. However, this is an incomplete understanding. The first material said that China was the first in Asia in 1888, and then it was overtaken by the Japanese in 1894. This is actually a kind of development and change, that is, it developed rapidly at first, then slowed down or even stopped. Therefore, this topic examines the changes and contrast of naval armament construction and development between China and Japan at that time: China stagnated, while Japan made rapid progress. Secondly, it is an example of new China's weapons and equipment construction. Students tend to ignore the subject of "weapons and equipment" and answer "army building" by mistake. For example, the answer is: After the founding of New China, the air force and navy were established, two bombs and one satellite were developed, and a strategic missile force was formed. Lack of understanding of the concept of "weapons and equipment" (it should be guns and ammunition, planes, artillery tanks, missiles, nuclear weapons, etc.). ). The second question is cleverly designed and closely related to the answer to the question 1. The problem must be analyzed in combination with the conclusion that the development of weapons and equipment is stagnant, which is the lesson of the failure of China Navy in the Yellow Sea. This question can be understood as "Does China today want to continuously promote the modernization of weapons and equipment?" . By grasping this essential question, we can grasp the meaning of the question and answer it correctly. Question 30, the integration of politics and history, students tend to be biased when dealing with the last question: the understanding of the world situation at that time was that Britain completed the industrial revolution, not that the world was affected by the industrial revolution and stepped up its colonial expansion (mistakenly thinking that Britain was the world). I didn't think from the height of global historical view and modern historical view. On the whole, the history of senior high school entrance examination in Zibo focuses on the examination of the application ability, analysis ability and expression ability of subject knowledge. Teachers' teaching is not only the imparting of knowledge, but also the cultivation of ability and the improvement of ideas. Teachers' teaching and students' learning put forward higher requirements: teachers' teaching methods and students' ability to form.