Analysis and evaluation report
Yang Guobin Yongzhou Education Science Research Center
Yongzhou 20 10 mock college entrance examination history test questions were jointly produced by Daoxian No.1 Middle School (special teacher), He Hengguang (senior teacher), Jianghua No.1 Middle School's Zhou (senior teacher) and Yongzhou No.4 Middle School's Wu Yizhi (senior teacher), which is the crystallization of collective wisdom.
Looking at the history test questions of the first mock exam of the 20 10 college entrance examination in Yongzhou, we can find that the test questions are basically close to the ideas and styles of the college entrance examination propositions in recent three years, and the structure of the test questions remains stable. Proposers always adhere to the proposition principle based on subject knowledge, subject competence as the core and subject literacy as the leading factor, and organically combine historical viewpoints, historical paradigms, historical methods, humanistic literacy and educational functions. The examination questions are novel in conception, vivid in situation, based on foundation, outstanding in ability, striving for change in stability, close to society, close to life, paying attention to hot spots, leading the curriculum reform, and comprehensively examining the subject abilities of candidates such as concept understanding, material processing, interpretation and analysis, inquiry and demonstration, which better embodies the requirements of "new materials, new situations, new problems and new ideas" in the curriculum reform, highlights the subject characteristics and better reflects the teaching objectives of history. It better reflects the requirements of high school history curriculum standards and college entrance examination syllabus, fully reveals the universal problems existing in the process of high school history review teaching, guides the correct direction of college entrance examination review, enhances the effectiveness of high school history review teaching, and conforms to the reality of high school history review teaching in our city and the development trend of history college entrance examination proposition reform.
First, the examination paper structure analysis
1, test paper structure
This mock exam is conducted in strict accordance with the requirements of the new curriculum standards of high school history and the college entrance examination syllabus. The scope of the proposition involves high school history textbooks published by People's Education Publishing House: compulsory one (history of political civilization), compulsory two (history of economic civilization), compulsory three (history of science and technology and ideological and cultural development), elective one (review of major historical reforms) and elective three (war and peace in the 20th century). The total score of the test paper is 100, and the test time is 90 minutes. Test papers are divided into test papers and answer sheets. The test paper has eight pages and the reading volume is 6764 words. The answer sheet consists of four pages, and the number of reference answers is 12 14. Question type: The first topic is multiple-choice questions, with a total of 25 questions and 50 points. Among them, the text material multiple-choice question 16, the picture material multiple-choice question 2, the form material multiple-choice question 3, and the combination material multiple-choice question 2. The second largest topic is non-multiple choice questions, with a total of 4 questions and 50 points, including questions 26 12, 27 13, 28 15 and 29 10. Among them, the text information 15 and the picture information 1. Among them, there are two groups of questions in question 29, and candidates can choose any group to answer when answering; If both sets of questions are answered, the first set of questions shall prevail. The statistics of the number of questions and the distribution of scores in the five modules of the mock exam history questions are as follows (note: elective course 1 and elective course 3 are either one or the other):
The proportion of subjective questions in modular multiple-choice questions
Question score question score
Compulsory 1 (political system) 9 18 1 12 30%
Compulsory 2 (Economic and Social Life) 8 16 1 13 29%
Compulsory 3 (Science, Technology and Culture) 8161kloc-0/531%
Elective course 1 (review of major historical reforms)110/0%
Elective Course 3 (War and Peace in the 20th Century)110/kloc-0%.
Total 25 50 4 50 65 438+000%
2. Two-way subdivision of test questions
The presentation mode of the content scene of the title test center can be forced to score.
1 general knowledge of literature and history, written materials for solving topics, and ability to ask questions directly to mobilize and use knowledge 2 points.
2. Cultural relics, pictures and materials with historical value,
The ability to ask questions directly to obtain and interpret information is 2 points.
3. The practice of Westernization Movement, original written materials,
The ability to ask questions directly to obtain and interpret information is 2 points.
4 the impact of the development of commodity economy on social evolution,
The ability to ask questions directly to obtain and interpret information is 2 points.
5 the artistic charm of calligraphy, the original written materials,
The ability to ask questions directly, mobilize and apply knowledge is 2 points.
6. The characteristic written materials of authoritarian centralization,
The ability to ask questions directly to obtain and interpret information is 2 points.
7 * * * The main contents and written materials declared,
The ability to ask questions directly to obtain and interpret information is 2 points.
8 the influence of the Enlightenment, the original written materials,
The ability to ask questions directly to obtain and interpret information is 2 points.
9 the influence of political system on social development,
The ability to ask questions directly to obtain and interpret information is 2 points.
10 List of economic development of modern national capitalism,
The ability to ask questions directly to obtain and interpret information is 2 points.
1 1 written materials on Shanghai's historical changes,
The ability to ask questions directly to obtain and interpret information is 2 points.
12 original written materials for the evaluation of the new culture movement,
The ability to ask questions directly to obtain and interpret information is 2 points.
13 the origin of western humanism,
The ability to ask questions directly to obtain and interpret information is 2 points.
14 historical research methods, tables and written materials,
The ability to ask questions directly to obtain and interpret information is 2 points.
15 the influence of the Xi' an incident original written materials,
The ability to ask questions directly to obtain and interpret information is 2 points.
16 the role of mass media,
The ability to ask questions directly to obtain and interpret information is 2 points.
17 the impact of world war I on human society,
The ability to ask questions directly to obtain and interpret information is 2 points.
1819th century, the characteristics, themes and written materials of the world literary schools,
The ability to directly ask questions, interpret and use information is 2 points.
19 the historical influence of the Cultural Revolution,
The ability to ask questions directly to obtain and interpret information is 2 points.
Reflections on the historical comparison between China and Britain,
The ability to ask questions directly, mobilize and apply knowledge is 2 points.
2 1 The opening of the new air route affects the original written materials, and the ability to ask questions directly to obtain and interpret information is 2 points.
22. The Qing government's ability to restore the original written materials in Taiwan Province Province, directly ask questions, interpret and use information is 2 points.
23. For the written materials on the influence of monopoly capitalism, the ability to obtain and interpret information by directly asking questions is 2 points.
24. The development of British constitutional monarchy, original written materials, the ability to directly ask questions, interpret and use information, 2 points.
25 the connotation of the Soviet Stalin system tabular materials,
The ability to ask questions directly to obtain and interpret information is 2 points.
The development of western democratic politics and its influence on the original written materials,
The ability to ask questions directly to obtain and interpret information and to mobilize and apply knowledge is 12.
The influence of Confucianism on the original written materials, the ability to directly ask questions, mobilize and apply knowledge, describe and explain things 13.
The formation of the capitalist world market, the influence of pictures and written materials, the ability to ask questions directly, mobilize and apply knowledge, describe and explain things 15 points.
29 (Ⅰ) The purpose of Wang Anshi's political reform, original written materials, and the ability to directly ask questions, demonstrate and discuss problems, 10.
29 (2) Original written materials about the background of the United States' participation in World War I, and the ability to directly ask questions, discuss and summarize problems, 10.
The overall difficulty coefficient of the test questions is controlled at about 0.55.
Second, the analysis of the characteristics of the test questions
(A) fully reflect the new curriculum standards and college entrance examination syllabus for historical ability requirements.
The examination paper not only attaches importance to the examination of the basic knowledge of history discipline, but also highlights the civic education function of history discipline, which better reflects the transition from the curriculum view of discipline center to the curriculum view of civic education, and the two curriculum views complement each other. On the whole, the test questions are plain and simple, focusing on examining the basic knowledge of history, highlighting the discipline of history, paying attention to the realization of the three-dimensional goal of history teaching, paying attention to the examination of subject ability and comprehensive humanistic quality, and paying attention to the extension and expansion of knowledge details and related marginal knowledge of teaching materials. Each module involves the basic knowledge of the exam, permeates the process and method, emotional attitude, values and goals, and embodies the three-dimensional goal requirements of the new high school curriculum.
(2) Attach great importance to the examination of historical backbone knowledge and basic knowledge.
Under the guidance of the new curriculum standards, the examination paper keeps the style of examining the main knowledge of history in recent years, and continues to strengthen the examination of the basic knowledge of history and students' thinking ability. For example, the multiple-choice questions 2 1 are: "the influence of the opening of new air routes", 6 "autocratic centralization", 3 "the practice of Westernization Movement" and 8 "the influence of Enlightenment Movement". Material topic 26 examines "the development course and influence of western democratic politics" and 27 examines "the influence of Confucianism", which belongs to historical knowledge.
Consolidating the foundation is the most emphasized concept in literary synthesis. Although the "ability view" has become the main theme of the college entrance examination proposition, the basic knowledge of disciplines is still the basis of the comprehensive ability of liberal arts. Simulation questions, especially multiple-choice questions, attach great importance to the identification and reproduction accuracy of historical basic knowledge. For example, the topic 1 1 examines "the historical changes of Shanghai"; 15 examines "the impact of the Xi incident" and so on.
(3) Pay special attention to the ability to read, analyze, understand, refine, migrate and use materials.
It is the direction and trend of history curriculum reform to require candidates to extract useful information from materials through reading and understanding, and then analyze, judge and solve problems by using what they have learned. For example, 26 questions "Analysis of the relationship between modern British and French democracy and Athenian democracy"; "How did the United States break through the limitations of ancient democracy and maintain democracy?" Examined the effective content and value of students' refining information and their ability to analyze and integrate information; Organize the application of information from related disciplines to form a comprehensive information interpretation. 14 is a research method to directly examine students' history.
1. In the examination of material interpretation ability, the examination paper highlights two characteristics: First, it attaches importance to the examination of students' ability to accurately interpret materials in historical context. For example, for the understanding of the word "Analects of Confucius plus abacus", students must proceed from the context at that time in order to accurately interpret the special meaning of "Analects of Confucius plus abacus". Similar to this situation, there are 27 questions about the understanding of "harmony with soul and talent", 19: "struggle to eliminate illiteracy" and so on. The interpretation of these materials requires students to return to the historical "scene" at that time in order to judge accurately. Going back to the historical context to examine students' ability to interpret materials is a major feature of this paper. The second is to attach importance to examining students' ability to explain the meaning of materials. According to the materials provided, students are required to explain historical phenomena according to what they have learned, which is also a major feature of the test paper. For example, the title of the material is 26 "Analysis of the Relationship between Modern British and French Democracy and Athenian Democracy"; "How did the United States break through the limitations of ancient democracy and maintain democracy?" "Talk about your understanding of China's democratic political construction." This fully shows that attaching importance to students' interpretation of the meaning of materials and encouraging students to express their personalized opinions on historical phenomena is another major feature of the test paper.
2. Pay attention to the examination of material application ability. The examination paper adopts the proposition of "three new colors" with new materials, new questions and new situations, and strengthens the examination of students' ability to interpret and use materials. At the same time, make the surface vivid. The materials presented in the test questions are divided into three categories: one is graphic materials, such as10/91985 Statistical Table of Foreign and Chinese Investment in China and 251940-1985 Soviet National Economic Growth Table. Second, written materials: provide all kinds of documents, such as 26 questions, 27 questions, 28 questions and other non-multiple-choice questions. Many multiple-choice questions directly quote original historical materials, and the documents are rich. Third, picture materials: for example, two pictures of "Da Yuan Emperor commanding monks and nuns of various countries to revitalize Buddhism"; 19 picture entitled "Illiteracy card during the Cultural Revolution"; 28 topics "Modern China Economic Situation", etc.
(4) The design of test questions emphasizes activating knowledge, broadening horizons and highlighting historical concepts.
Historical view is the viewpoint and basic theory that people observe, understand and analyze historical things, which mainly includes the historical view of civilization, the overall historical view, the modern historical view, the revolutionary historical view and historical materialism. Looking at the history test questions, the modern view of history has become the guiding ideology of this year's proposition. The process of vertical transition from agricultural civilization to industrial civilization is the process of modernization, and its core is economic industrialization, political democratization and ideological rationalization. 26 questions investigated the development of western democratic politics; Question 27 examines the evolution and influence of China's Confucianism, which embodies the process of democratization and rationalization of modern thought. Question 28 examines the industrial revolution and the world market and reflects the process of economic industrialization.
(5) The content of the examination questions attaches importance to the ideological and emotional education function of the history discipline.
The History Curriculum Standard for Ordinary Senior High Schools (Experiment) clearly points out that the history curriculum of ordinary senior high schools must improve and realize its educational function in an all-round way and play an important role in improving the humanistic quality of modern citizens. History is an important carrier of ideological and emotional education. The proposition design of history test paper takes the problem as the center, takes the realistic and important social problems that human beings are facing and paying attention to as the material, and guides and examines the feelings, attitudes and values of candidates. For example, the 27 questions are based on "2006 China Top Ten Awards", which provides useful inspiration and reference for how to improve students' quality and civic awareness. The examination paper has made a useful exploration in cultivating students' humanistic quality and highlighting the civic education function of history. At the same time, it also highlights the transformation of history education from the subject-centered curriculum view to the civic education curriculum view.
(six), pay attention to current events, focus on hot spots, fully reflect the characteristics of the times.
History is the reflection of realistic and important social hot issues, and it is closely related to social hot issues. The examination paper has a strong flavor of the times, a strong sense of reality and the times. For example, the annual hot spots are: 1 1 topic inspection 20 10 Shanghai World Expo, 20 topic inspection 1640 British bourgeois revolution. There are no obscure knowledge points in the whole volume. In short, the examination paper embodies the characteristics of "basing on books, investigating ability, cutting into current events and not avoiding hot spots", which is basic, disciplinary and contemporary. The purpose of the test questions is to guide students to care about major current events at home and abroad, to guide students to pay attention to the unity and development of the country, to pay attention to social harmony issues such as people's livelihood, to think about some social problems faced by the development of human society, and to fully reflect the characteristics of the times.
Three, the main data statistics and comparative analysis of urban historical achievements
1, statistics and comparative analysis of counties (districts) in the city.
Graded cooling
water
Tanling
Lingqi
Yang Dongan Shuang
ache
long way
Xianjiang
Yongjiang
Huaxin
Tianlan mountain spring
city
Number of applicants103612761872 464 345 949 904 549 946 516 389 9247.
The number of students actually tested is 99312581824 462 345 938 895 543 926 501370 9255.
90- 100 2 0 2 0 0 1 0 0 0 0 0 5
80-89 44 1 1 97 1 1 8 7 3 5 8 5 190
70-79 166 199 4 17 37 59 92 78 52 95 65 34 1294
60-69 255 294 537 153 128 235 253 12 1 284 170 1 1 1 256 1
50-59 259 333 449 166 100 30 1 29 1 192 296 150 1 1 1 2648
40-49 16 1 247 20 1 83 44 198 17 1 13 1 169 82 7 1 1550
30-39 70 1 12 86 17 10 6 1 68 39 65 16 27 57 1
1-29 36 62 35 5 2 22 27 5 20 10 1 1 236
2, the city's counties (districts) per capita statistics and analysis.
Shuangpai County lengshuitan Lingling Dongan Xintianjianghua
Practical examination
The telephone number is 345 9931258 462 501926.
Average score 59.55 57.65 55.02 56.64 58.03 55.9
Rank 2 495 36
Jiangyong Road, Lanshan, Qiyang County, ningyuan county
involve
Telephone number 1824 370 543 895 938 9055
The average score is 60.97 55.56 54.60 54.82 55.14 57.438+0.
Ranking171118.
3, the city's counties (districts) excellent rate and qualified rate statistics and analysis:
County lengshuitan Lingling Qiyang Dongan Shuangpai Ningyuan
Excellent rate% 4.63 0.87 5.42 0.210.28 0.95
Ranked 2611110 5
County Dao County Jiangyong Jianghua Xintian Lanshan City
Excellent rate% 0.78 0.55 0.531.591.35 2.438+05
Rank 7 893 4
County lengshuitan Lingling Qiyang Dongan Shuangpai Ningyuan
The qualified rate is% 47.02 40.06 57.73 41.34 54.49 37.95.
Ranked 4 8 1 629
County Dao County Jiangyong Jianghua Xintian Lanshan City
Qualified rate is% 37.7632.4438+0.41.4648.50545454846
Rank 10 1 1537
4, the test paper difficulty coefficient and the city's average score, excellent rate, pass rate, the highest score and the lowest score.
difficulty
Coefficient, average, excellent rate, highest pass rate, lowest school name.
0.57 57.012.15 44.72 95438+0 Yongzhou
Liu Shaoqing No.4 Middle School 2
The total score of history 100, the city sampled 300 papers, with an average score of 56.77, a scoring rate of 56.77% and a sampling difficulty coefficient of 0.56. After statistical analysis of marking, the actual difficulty coefficient of the whole city is 0.55, which is basically consistent with the test control goal and close to the difficulty coefficient of the college entrance examination.
Fourth, the general problems in the examinee's answer sheet
In the city's unified marking, marking teachers in all groups have seen many papers with correct historical facts, thorough analysis, concise generalization, concise words and neat fonts. The answers of some excellent papers are not only reasonable in structure and strict in logic, but also broad in vision and comprehensive in thinking. Some candidates' answers to a question are more comprehensive and reasonable than the "reference answers" provided by the proposer, but there are also some universal problems.
Question 1-25: 25 multiple-choice questions, 50% in total. From the sampling point of view, the average score is 28, and the scoring rate is 56%.
The existing problems are: the drawing is not standardized, and the computer can't recognize the score; Lack of comprehensive grasp of teaching materials, analysis and understanding is not in place; The basic knowledge is not solid and the concept is vague; Poor ability in analysis, understanding, migration and application.
Question 26: From the sampling point of view, the score of this small question is between 8 and 9 points. This is a comprehensive question, and the topic design includes three paragraphs of materials and three questions. The theme of the examination is related to the development of democratic politics at all times and in all countries. The examination content spans a large span and the ability requirements are relatively high.
The existing problems are as follows: (1) The first question "circulation of works" should be "relics, wars, colonial conquest", and the "historical origin" in the question should be understood as "mutual reference and mutual influence" to organize language answers. (2) Ignore the concepts of constitution, federalism, separation of powers and republicanism, and emphasize the formulation, power distribution and upper and lower houses of the state. The two concepts of unrepresentative system and direct democracy are expressed. (3) China's democratic political construction: There is no such statement as "the process of democratization is irreversible", and more answers are reform and opening up, characteristic roads and economic construction, "learning from western democracy and taking the road of independence." It is not enough to say "combining economic construction with democratic political construction".
Situation analysis of question 27: From the sampling point of view, the score of this small question is about 7, with the highest score of 13 and the lowest score of 0. Most schools have low scores, and only a few schools have high scores.
This is a starting point of Traditional Culture in China, which examines the views of Confucianism, the mainstream of China's traditional culture, the influence of Confucianism on Japan, and the reasons for the differences between Confucianism and Western enlightenment.
Problems: (1) The Confucianism in the first question is incomplete, especially the idea of thinking about the world and integrating knowledge with practice is not written. (2) The second question generally does not explain the theories of "Harmony between Soul and Scholars" and "The Analects of Confucius plus abacus". (3) The answer to the third question is quite different. Only a few students can give comprehensive answers from three aspects: politics, economy and culture. Most of them can only answer one or two aspects, and the expression is very incomplete.
Situation analysis of question 28: From the sampling point of view, the score of this small question is about 9 points, with the highest score of 14 and the lowest score of 0. Taking the formation and expansion of the world market as the breakthrough point, this topic examines the establishment of the capitalist political system in Obligation 1 and the opening of new air routes in Obligation 2, early colonial expansion, the first and second industrial revolutions and other knowledge points.
Existing problems: (1)1Changes in the world in the late 8th century Question 1: The viewpoint of "increasing commodity varieties" is generally not written; Reasons for the change: the viewpoint of "colonial expansion" is generally not written, and students basically answer "industrial revolution". (2) The definition of time in the second question is not clear. (3) The opinions summarized from the materials of the third question are incomplete, some just copy the materials without summarizing them, and even take it for granted to put forward a few opinions without looking at the materials. (4) The fourth question, according to the materials, answers the influence: the main points such as natural economic bankruptcy and economic structure change cannot be answered.
Situation analysis of question 29: From the sampling point of view, the score of this small question is 5-8, with the highest score of 10 and the lowest score of 0. This question is a multiple-choice question, which mainly examines the relevant knowledge points of the reform of 1 Wang Anshi and the third world war.
Most students choose to do I, and the basic situation of answering questions is as follows: Question (1): Most students extract information more accurately and comprehensively, and sum up keywords such as "redundant officials, redundant soldiers, redundant expenses, and intensified class contradictions", and students generally score higher. (2) Students with good foundation answered accurately and correctly, but more than half of them did not answer from the specific measures of Wang Anshi's political reform, but answered specific measures. At the same time, there have also been some intellectual mistakes such as typos and typos, such as answering the equal field system and Qingtian law. (3) Some students can answer according to the materials in the short questions, but the main mistake of students who lose points is that they don't depend on the materials and completely deviate from them; There are also some students who misjudge their attitude.
A small number of students choose II. Students with higher scores can basically answer from the perspective of "World War I" and "American hegemony", and their basic skills are relatively solid. However, the scores of most students are low: the reason is that students have a weak concept of time and space and a serious lack of general history knowledge, which confuses the two world wars and wrongly answers "World War II", "Anti-Fascism" and "Cold War".
From the above analysis, it can be seen that the main problems exposed by students in answering questions are: (1) the basic knowledge is not firmly grasped, and the main content and core knowledge are not firmly grasped. Some candidates lack basic historical knowledge, can't answer clearly, and lose more points. (2) poor comprehensive ability. The examination questions are not clear, so it is impossible to figure out the examination intention of the examination questions. (3) Lack of reading comprehension and improper answering methods and skills. Some candidates can't understand the materials and can't analyze the materials given in the test questions. The answer is just a random guess. Some candidates can't analyze materials, lack certain induction and refining ability, and copy materials at random in their answers. (4) the answer format is not clear, the answer position is wrong, the filling is not standardized, and the language is not standardized. Some candidates do not pay attention to the use and organization of written language, and there are many examples of improper, incorrect, inaccurate and inappropriate words. Some candidates don't pay attention to the neatness of the test paper, the handwriting is scrawled, the font is too small, and the words are misspelled, so it is difficult for the marking teacher to distinguish or understand its meaning.
Fifth, review the later teaching suggestions.
1, carefully study the curriculum standards and syllabus, and deeply analyze the college entrance examination papers.
First of all, let's take a look at what new changes have taken place in the ability requirements and knowledge content requirements in the syllabus. This will make the review more targeted. The exam outline will be distributed, and good use can make us more targeted when reviewing.
Secondly, it analyzes and studies the college entrance examination papers in recent five years, especially in the provinces with curriculum reform. The main characteristics of comprehensive papers in recent five years are as follows: first, it emphasizes the organic combination of social hotspots and focus issues with book knowledge; The second is to emphasize economic construction as the center and highlight the changes of advanced culture and ideology; The third is to emphasize the shell of current political hotspots and highlight the embodiment of subject knowledge one by one. The fourth is to emphasize the transformation and convergence of interdisciplinary content, neither sacrificing the main knowledge of the subject to the theme, nor dismembering the subject to the main knowledge of the subject; The fifth is to emphasize the examination of the main knowledge of a single discipline, highlight the internal relations within the discipline and between different disciplines and the flexible use of knowledge. Therefore, it is very beneficial for students to take part in the college entrance examination and improve the basic ability of students by carefully collecting the examination papers of the college entrance examination over the years, arranging students to do them carefully, and teachers to comment and analyze them carefully, so that students can have a perceptual understanding of the difficulty and examination methods of the college entrance examination.
2. Attach importance to the history of civilization (humanistic spirit), and the new curriculum standard embodies this concept.
(1) The history of human civilization is the basic idea and concept of the new curriculum standard.
(2) The history of civilization is the main content of the college entrance examination in recent five years, especially the comprehensive volume of the college entrance examination in 2009, which fully embodies the development content of the history of human civilization.
(3) In reviewing the history of senior three, we should process and reorganize the main knowledge according to the development clues of the history of civilization, so as to form a whole knowledge module. Combine important historical facts with the history of civilization. For example, the Westernization Movement was the beginning of China's modernization from the perspective of civilization history. From the perspective of the history of civilization, many small problems are actually important contents of the history of civilization.
(4) Productivity is the foundation of social existence, but human civilization is global and holistic. Politics, economy and culture are not isolated, but interdependent and complementary. The teaching contents of the three modules should permeate each other.
3, senior three history review teaching should strive to do:
(1) It is a difficult problem to determine what basic knowledge is. Many students have not formed an overview of the main historical knowledge, and their memory of key historical knowledge is inaccurate. It is suggested to lay a good foundation in future review and help students build a historical knowledge system.
(2) Usually, the examination system is higher than the textbook, and we strive to use a lot of brand-new materials and new scenes to make propositions. This is the direction of the comprehensive proposition. The scores of material questions are generally low, and students' ability to analyze and understand historical materials is poor. Therefore, it is necessary to strengthen the cultivation of students' ability to read, understand and analyze raw materials in review. Questions with high thinking ability generally have low scores. Therefore, in the future review, we should pay attention to cultivating students' thinking ability, especially the ability to solve problems in new situations.
(3) In the cultivation of students' ability, we should refer to the three-dimensional teaching objectives (knowledge and ability, process and method, emotional attitude and values) proposed by the new curriculum standard. While paying attention to basic knowledge, we should attach great importance to improving students' ability and cultivating their problem-solving methods. Special attention should be paid to improving students' emotions, attitudes and values through history teaching. Students don't fully understand the historical knowledge related to current political hotspots. It is suggested that we should pay attention to exploring the breakthrough point of combining history with reality in review, strengthen infiltration in daily teaching, and improve students' college entrance examination ability.
(4) Strengthen the investigation and study of students' review, and enhance the pertinence of review teaching. For example, students' exam answers are statistically analyzed to find out the existing problems, and then teachers adjust their review plans accordingly, which is conducive to learning from each other and improving their teaching level and effect. With the approach of the college entrance examination, teachers have a lot of simulated test papers, and often take comprehensive exams to make students adapt to the exams. This requires careful selection of various test papers and intensive training for students; At the same time, teachers should take various forms, such as consultation and heart-to-heart, to fully and timely understand students' psychological state, and do a good job of psychological counseling patiently and meticulously, so as to ensure that students can continue to adhere to a down-to-earth review mentality, pay attention to textbooks, pay attention to basics, and pay attention to integration within a single discipline.
(5) Return to textbooks, attach importance to basics and improve review efficiency. Returning to textbooks is the basic requirement for teachers to review students, but most students are bored with reading or have no way, so the efficiency is not high. This requires us to direct the problem of returning to textbooks from the overall height of the discipline. College entrance examination is the basic and core content in the subject knowledge structure. Considering from the overall height of the subject according to the examination syllabus, it is helpful for students to take its trunk and read the most concise and concentrated content in the process of returning to the textbook, and finally read the whole book thinly to find out the essential connection of subject knowledge, and store a knowledge network with clear context, clear structure and orderly arrangement in their brains. At the same time, teachers must scientifically define the key contents of this subject, design some test questions at the intersection of knowledge networks on the basis of multi-level and multi-angle screening, and train carefully selected and concise test questions throughout the process of students returning to teaching materials, which is conducive to cultivating students' knowledge transfer ability and maximizing the efficiency of returning to teaching materials.
(6) Pay attention to methods and master skills. There are many typos, untidy papers, irregular answers and other common phenomena of losing points. It is suggested to strengthen training in this area in future tests. Students' ability to examine and solve problems is poor, their methods are wrong, and they often answer irrelevant questions. Therefore, it is very necessary to pay attention to the guidance of students' problem-solving methods. Teachers should also pay attention to the combination of teaching and practice, draw inferences from others, sum up the rules and cultivate students' skills. Pay attention to solving the problem of ability: the examination is a comprehensive test of candidates' knowledge, ability, application, physical and psychological quality, focusing on cultivating students' application, combining history with theory. From the history, we can see the essence by revealing the phenomenon and compare and identify it from many angles. We can analyze this problem from two aspects: economy determines politics; Changes in major contradictions and minor contradictions; Grasp personal subjective initiative and objective laws, and read ancient documents; Proficient in understanding the connotation of foreign documents and other related abilities. Help students understand the proposer's intention correctly, and improve the rigor of answering questions and the standardization of language.
The analysis and evaluation report of this topic is formed on the basis of the analysis of the test papers of the teachers in the proposition group and the answers of the teachers in the marking group, which embodies the hard work and wisdom of all colleagues in the proposition group and the marking group. It is inconvenient to sign one by one, and I would like to express my heartfelt thanks.