I. Guiding ideology and principles of the proposition
(A) the guiding ideology
The national unified entrance examination for colleges and universities is a selective examination for qualified high school graduates and candidates with equivalent academic qualifications. The college entrance examination should have high reliability, validity, necessary discrimination and appropriate difficulty. The comprehensive examination paper of liberal arts in college entrance examination must be based on the nature of college entrance examination and the requirements of the new curriculum in ordinary high schools. On the basis of investigating the mastery of basic knowledge and skills in related courses, this paper focuses on the ability of candidates to analyze and solve practical problems by using what they have learned, which fully embodies the course objectives such as knowledge and skills, process and methods, emotional attitudes and values.
(2) Proposition principle
The comprehensive ability test of liberal arts in college entrance examination must be based on the needs of selecting new students in colleges and universities and the requirements of implementing new courses and promoting quality education in ordinary high schools, and follow the following principles:
1. Ideality: It embodies the requirements of strengthening ideological and moral education, national spirit education and scientific education on world outlook, outlook on life and values, and promotes candidates to form correct emotions, attitudes and values.
2. Scientificality: it meets the requirements of the test description and the structure of the test paper is reasonable and standardized; The content of the test questions is scientific and rigorous, the written materials are concise and clear, the reference answers are reasonable and accurate, and the scoring standards are objective and fair; The difficulty of the test questions is appropriate, and the amount of thinking, reading and writing is moderate, with high reliability, validity and certain discrimination; While paying attention to the foundation, we should highlight the subject thinking method and pay attention to the development potential of candidates.
3. Times: In the selection of examination content, the design of examination questions and the determination of answering requirements, it not only embodies the characteristics of the subject, but also pays attention to the ability of candidates to analyze and solve practical problems by using what they have learned, embodies the characteristics of the times, pays attention to social hotspots, social production and scientific and technological development, and pays attention to major problems faced by mankind.
4. Humanism: implement the requirements of quality education and pay attention to the comprehensive, harmonious and healthy development of candidates; Pay attention to outstanding national cultural achievements, and pay attention to the examination of candidates' humanistic quality and humanistic spirit; Respect the learning characteristics and cognitive level of candidates and be close to candidates.
5. Practicality: strengthen the connection with social practice and real life, appropriately explore the openness and inquiry of test questions, examine candidates' practical ability and innovative spirit, and guide candidates to improve their ability to participate in social real life.
6. Selectivity: According to the principle of unified foundation and diverse choices in the new curriculum of ordinary senior high schools, we should respect the differences of students' learning needs and development directions, and set multiple-choice questions in elective modules to encourage and promote the individualized development of candidates.
Ii. examination form and examination paper structure
1. Answer method: closed-book written test.
2. Examination time: 150 minutes.
3. Full score of the test paper: 300 points.
4. Content proportion: ideological politics, history and geography each account for 100.
5. Question type ratio: The test paper includes multiple-choice questions in Volume 1 and multiple-choice questions in Volume 2.
The first volume is a multiple-choice question that candidates must answer, with 36 questions, 144 points.
Volume 2 is a multiple-choice question with a score of *** 156. It is divided into two parts: mandatory questions and multiple-choice questions.
The first part is a compulsory question, with a total of ***3 questions, about 1 16 points, and ideological and political, history, geography 1 questions, which are compulsory contents of ideological and political, history and geography respectively.
The second part is a multiple-choice question, with about 40 points. Multiple-choice questions * * *, a total of 8 questions, candidates can choose 1 questions from ideological and political subjects, history subjects and geography subjects. Among them, 1 is selected from two modules of Common Sense of Countries and International Organizations and Common Sense of Scientific Thinking in the ideological and political discipline, 1 is selected from three modules of Great Reform in History, Democratic Thought and Practice in Modern Society and Comments on Chinese and Foreign Historical Figures in the historical discipline, and marine geography and marine geography in the geographical discipline.
6. Test difficulty: The overall difficulty of the whole volume (P) is about 0.60, including 0.60~0.65 in ideology and politics, 0.60 in history and 0.55~0.60 in geography.
7. Method of composing test paper: The test questions are arranged according to type and content, with multiple-choice questions in the front and non-multiple-choice questions in the back. The test questions of the same subject and question type are relatively concentrated, and the different test questions of the same subject are arranged in the order from easy to difficult as far as possible.
Ⅲ. Scope and content of the examination
1. Examination scope
history
20 10 The proposition of the history test questions in the comprehensive examination paper of liberal arts in college entrance examination is based on the test instructions and the actual situation of history teaching in Fujian Province, with reference to the History Curriculum Standard (Experiment), the History College Entrance Examination Outline and the new curriculum teaching requirements (history) in Fujian Province. The scope of the examination proposition involves the compulsory and elective contents stipulated in the history curriculum standard (experiment) of ordinary high schools. Among them, History I, History II and History III are compulsory modules; Elective course 1 Review of major historical reforms 2 Modern social democratic thought and practice 4 Comments on Chinese and foreign historical figures.
The total score of history subjects is 100, of which the content of elective modules accounts for about 15%.
2. Examination content
Compulsory part of history
Ancient China 1. The political system in ancient China
(1) Shang and Zhou political systems; Patriarchal system; Feudal system; Characteristics of political system in Western Zhou Dynasty
(2) The formation of centralization in Qin Dynasty, the origin of "the first emperor" and the influence of centralization in Qin Dynasty.
(3) The evolution of the political system from Han Dynasty to Yuan Dynasty, and the characteristics of the ancient political system in China.
(4) The strengthening of the autocratic monarchy in Ming and Qing Dynasties, and the influence of the strengthening of the autocratic monarchy in Ming and Qing Dynasties on the military departments.
2. China's ancient economy
(1) The main farming methods and land system of agriculture from slash-and-burn to intensive cultivation The basic characteristics of China's ancient agricultural economy 2) The development of handicrafts The production methods of textiles, metallurgy, ceramics and handicrafts are the characteristics of the development of ancient handicrafts in China.
(3) The characteristics of China's ancient commercial development, market development, urban development and commercial development.
(4) the germination of capitalism and the policy of "emphasizing agriculture and restraining commerce" and "banning the sea"
3. The evolution of China's mainstream thoughts of traditional culture.
(1) Confucius, Mencius, Xunzi and the Formation of Confucianism during the Spring and Autumn Period and the Warring States Period
(2) The orthodoxy of Confucianism in Han Dynasty and that of Dong Zhongshu.
(3) Zhu's Neo-Confucianism of Song and Ming Dynasties.
(4) Confucianism in Ming and Qing Dynasties: the thoughts of Li Zhi, Huang Zongxi, Gu and Wang Fuzhi.
4. Science, technology, literature and art in ancient China.
(1) Four Great Inventions of Scientific and Technological Achievements and Their Contributions to the Development of World Civilization
(2) The origin and evolution of Chinese characters and the development of calligraphy and painting.
(3) Literature achieved the literary characteristics of different periods in ancient China.
(4) The emergence and development of Peking Opera and other operas.
Ancient Greece and Rome
1. The political systems of ancient Greece and Rome
(1) The influence of the geographical environment and city-state system of Athenian democracy on Greek civilization The content and significance of Athenian democracy.
(2) The content and function of Roman law.
2. The origin of western humanistic spirit
(1) protagoras's thought of the wise (2) Socrates' Socrates' thought.
Modern Times
Modern world 1. The development of western humanistic spirit
(1) Renaissance and Reform
Martin Boccaccio and Shakespeare? Luther's main thought humanism in Renaissance
(2) The Enlightenment of Montesquieu, Voltaire, Rousseau and Kant, and the development of humanism in the enlightenment thought.
2. The formation and development of the capitalist world market
(1) The opening of new routes and the formation of the world market
(2) Dutch and British colonial expansion Dutch colonial expansion British colonial expansion and its impact on the formation of the world market.
(3) Two industrial revolutions Two industrial revolutions and their influence on the development of the world market.
3. The establishment and development of representative system in Europe and America
(1) The establishment of British constitutional monarchy; The formation of a Cabinet under the Bill of Rights; Characteristics of British constitutional monarchy
(2) the establishment of the United States * * * and the constitution 1787
(3) The establishment of the peace system in France and the constitutional monarchy of the German Empire, the third Republic of France.
4. The birth of scientific socialism theory and the international workers' movement.
(1) Paris commune producer declaration (2)
5. Modern science and technology
(1) Classical Mechanics (2) Evolution Theory (3) Improved Steam Engine (4) Application of Electrical Technology
6.19th century world literature and art p 129
Major literary achievements (1) Byron's Don Juan and Balzac's human comedy Leo? Tolstoy's War and Peace
(2) Monet's masterpiece Sunrise. Impression "where? High sunflower
(3) Beethoven's heroic symphony, a representative musical work.
(4) Delete the emergence and development of film and television arts.
Modern China
1. The democratic revolution in modern China
(1) 1840 to 1900, the invasion of foreign powers and the resistance struggle of China people.
The Opium War and the Second Opium War in treaty of nanking, the Sino-Japanese War of 1894-1895, the invasion of China by treaty of shimonoseki and Eight-Nation Alliance, and the Taiping Heavenly Kingdom Movement and the Boxer Movement under the Xin Chou Treaty.
(2) Xinhai Revolution
The establishment of the Republic of China in Wuchang Uprising; The abdication of the Qing emperor; Provisional constitution of the Republic of China; Historical achievements of the Revolution of 1911.
(3) The May 4th Movement and the establishment of the * * * Production Party in China.
During the May 4th Movement, * * * was a big one, and * * * was two big ones.
(4) The opening of the road of "rural encircling cities" in the national revolutionary movement of the new-democratic revolution is the significance of the victory of War of Resistance against Japanese Aggression's new-democratic revolution.
(5) The crimes of Japanese invaders and the anti-Japanese struggle of Japanese soldiers and civilians.
War of Resistance against Japanese Aggression's victory in the front battlefield of the Anti-Japanese National United Front and the battlefield behind the enemy lines in the Nanjing Massacre in September 18th Incident and July 7th Incident.
2. Changes in economic structure and tortuous development of capitalism
(1) The change of economic structure and the rise of national industries in China in the late Qing Dynasty.
(2) The tortuous development of national industry in the Republic of China.
3. The trend of ideological emancipation
The germination of (1) new ideas
Lin Zexu opened his eyes and looked at Wei Yuan's Atlas of the Sea.
(2) Reform ideas
(3) New Culture Movement
(4) The spread of Marxism in China.
Modern modern world
1. Russian October Revolution and Soviet Socialist Construction
(1) Russian October Revolution
(2) wartime policy and new economic policy (3) Stalin model (4) the reform from Khrushchev to Gorbachev.
2. Roosevelt's New Deal and the New Changes of Contemporary Capitalism
(1) 1929 turn 1933 capitalist world economic crisis
(2) Roosevelt's New Deal (3) After the Second World War, the new changes of capitalism in the United States and other countries generally interfered with the economic and social welfare system.
3. The evolution of the world political structure after the Second World War
(1) The formation of bipolar confrontation between the United States and the Soviet Union
The formation of bipolar confrontation pattern and the influence of "cold war" on post-war international relations
(2) The trend of multipolarization is developing in twists and turns.
The formation of Europe and the rise of Japan are the revitalization of China, an economic power, and the rise of the Non-Aligned Movement.
(3) the disintegration of the bipolar pattern and the strengthening of the trend of multipolarization.
Strengthening the trend of world multipolarization after the disintegration of the Soviet Union and its influence
4. The globalization trend of the world economy after World War II
(1) The establishment of the Bretton Woods system
(2) World economic regional groups, European Union, North American Free Trade Area and Asia-Pacific Economic Cooperation.
China joins the World Trade Organization.
(4) The trend and influence of economic globalization.
5. Modern science and technology
(1) Relativity and Quantum Theory (2) Modern Information Technology
6. Modern art
(1) Picasso Art (2) The emergence and development of film and television art.
Modern China
1. The political construction of modern China and the reunification of the motherland
(1) founding ceremony of China People's Political Consultative Conference was established in People's Republic of China (PRC).
(2) The building of a democratic political system, the system of people's congresses, the system of multi-party cooperation and political consultation under the leadership of the Chinese production party, and the system of regional ethnic autonomy. (3) The "Cultural Revolution" trampled on democracy and the legal system.
(4) the construction of democracy and legal system since the reform and opening up; Contribution of the Third Plenary Session of the Eleventh Central Committee to the Construction of Democracy and Legal System: Determination of the General Plan of Governing the Country by Law.
(V) Theory and practice of "one country, two systems"
The theory of "one country, two systems", the return of Hong Kong and Macao, and the relaxation and development of cross-strait relations
2. Road construction in Socialism with Chinese characteristics
(1) the practice of exploring the road of socialist construction in 1950s and 1970s.
The Great Leap Forward in the three major reforms of the first five-year plan of the general line in the transitional period and the Cultural Revolution of the people's commune movement have destroyed the national economy.
(2) The decision of the Third Plenary Session of the Eleventh Central Committee on reform and opening up.
(3) The household contract responsibility system and the reform of state-owned enterprises
(4) The initial formation of the pattern of opening to the outside world.
(5) the establishment of the socialist market economic system
Deng Xiaoping's southern talks are * * * 14 and * * 15.
3. The external relations of modern China.
(1) Major Diplomatic Activities in the Early Period of New China and Five Principles of Peace
Establish an independent foreign policy of peace and the Five Principles of Peace Geneva Conference Bandung Conference
(2) China resumed its lawful seat in the United Nations.
(3) Sino-US relations and the normalization of diplomatic relations between China and Japan.
(4) China's important diplomatic activities in the United Nations and regional international organizations since the reform and opening up.
China's important diplomatic activities in the United Nations, Asia-Pacific Economic Cooperation and Shanghai Cooperation Organization.
4. Changes of modern social life in China.
(1) Changes in material life and social customs
Changes in clothing, the introduction of western food culture, changes in bedroom buildings, changes in social customs such as marriage concepts and wedding and funeral etiquette.
(2) the progress of transportation and communication tools
(3) The development of newspapers, movies and television and the popularity of the Internet.
The main achievements of China's thought and theory since the 20th century.
(1) Sun Yat-sen's Three People's Principles (2) Mao Zedong Thought (3) Deng Xiaoping Theory (4) Theory of Three Represents Theory.
6. Science, technology and culture in modern China.
(1) the great achievement of scientific and technological development "two bombs and one satellite" manned space hybrid rice technology
(B) the policy of "letting a hundred flowers blossom and a hundred schools of thought contend"
(3) to formulate the policy of "three orientations" in education and the strategy of "rejuvenating the country through science and education"
Elective part
(1) "major reforms in history" 1. Solon Reform II. Reform of Emperor Xiaowen in Northern Wei Dynasty III. Wang Anshi's political reform iv. Religious reform in Europe
5. Meiji Restoration 6. Reform Movement of 1898
Delete topic 2 Shang Yang Reform, topic 6 Ali Reform and topic 7 Russian serfdom reform.
(b) "Democratic thoughts and practices in modern society"
1. Modern European Democratic Thought (1) Locke (2) Rousseau
2. Important documents of democratic politics
(1) Declaration of Independence (2) Declaration of Human Rights (3) Provisional Constitution of the Republic of China
3. The tortuous course of establishing the * * * peace system in France
(1) French Revolution (2)1Changes of French regime in the 9th century
4. China's democratic thought and modern struggle against autocracy.
(1) The democratic thoughts of Kang Youwei, Liang Qichao and Sun Yat-sen (2) The struggle against autocracy before and after the Revolution of 1911.
(4) Comments on Chinese and foreign historical figures
1. China ancient politician (delete Qin Shihuang)
(1) Emperor Taizong (2) Emperor Kangxi
2. Sages of the East and the West
(1) Confucius ② Plato (delete Aristotle)
3. Outstanding figures in the bourgeois revolutionary era in Europe and America (delete Cromwell)
(1) Washington (2) Napoleon
4. Pioneer of "Asian Awakening" (delete Kemal)
(1) Sun Yat-sen and Gandhi
5. Proletarian revolutionaries
(1) Marx and Engels ② Lenin ③ Mao Zedong and Deng Xiaoping.
6. Outstanding scientists (delete Li Shizhen and Zhan Tianyou)
(1) Li Siguang (2) Newton and Einstein Ⅳ. Assess objectives and requirements.
(a) access to and interpretation of information
The information of the test questions includes the test guide, the statement of the stem and options, and the requirements for setting and answering questions. Obtaining and interpreting information refers to the ability of candidates to find and collect effective information and understand the requirements of test questions and test intentions by reading test questions.
History is a subject with rich information resources, which runs through ancient and modern times, with various categories and strong comprehensiveness; The information of history test questions has the basic characteristics of relying on the knowledge system of teaching materials, taking the ability requirements of assessment as the guide, and organizing the test content with the materials provided by the test questions as the scene. Therefore, understanding, understanding and grasping information has become the primary problem to be solved and the basic assessment goal in the examination.
1. Understand the graphic materials provided by the test questions and the test requirements.
The assessment goal is to comprehensively and accurately understand the content, format and test intention of the graphics (tables) presented in the test questions, and obtain the relevant information of the answers.
The selection of historical subject materials is representative and typical, and the presentation of materials is mainly written statements, supplemented by pictures and tables. Therefore, analyzing, summarizing and interpreting all kinds of graphic materials provided by the question type, clarifying the basic scope of the question type and understanding the intention and purpose of the question type are the first step to complete the question type and the basis for accurate answer.
2. Organize the data to get the most effective information.
In fact, the purpose of this assessment is to ask candidates to read materials, combine relevant historical knowledge, sort out materials, discard the false and retain the true, eliminate invalid, interfering, false and wrong information, and explore, refine and summarize effective information to the maximum extent. Refining the effective information and value of history discipline is inseparable from the basic epistemology and methodology of history discipline, especially the historical viewpoint and method. For the test questions composed of multiple materials, we must take historical facts as the basic clue, and then analyze the relationship between them according to the historical facts reflected by different materials, so as to completely extract effective information, and then scientifically integrate these information on this basis.
3. Understand the effective information completely and accurately, and form a comprehensive information interpretation.
On the basis of "arranging materials to the maximum extent and obtaining effective information", this ability goal requires candidates to have a complete and accurate understanding of the obtained effective information, refine the theme of the information, and at the same time, rely on their own knowledge reserves to sublimate the relevant information into regular content, reveal its essence, form a "comprehensive information interpretation", and grasp the understanding of historical things as a whole and solve historical problems.
(b) Mobilizing and applying knowledge
The mobilization and application of knowledge refers to linking the knowledge learned with the requirements of the test questions, and organizing, reproducing and applying the relevant knowledge of the subject according to the requirements of the test questions. Mobilizing and applying knowledge is the basic content of ability test, and it is also the key to determine the test level.
The knowledge that candidates need to mobilize and use when answering questions cannot be completely copied from the existing knowledge reserves. The new situations and new questions put forward in the test questions require candidates to find and select relevant knowledge from the knowledge reserve system, reproduce and identify it, and use it according to the specific requirements of the test questions.
The basic methods of mobilizing knowledge include judgment, correlation, deduction and assistance. The basic methods of applying knowledge are correspondence, classification, selection and extension.
1. Distinguish between historical things and historical interpretations
This assessment objective examines the ability of candidates to mobilize and apply knowledge to distinguish historical things from historical explanations. Historical things are objective historical facts, and historical interpretation is the result of subjective understanding. Candidates need to mobilize and use their own knowledge reserves to distinguish between objective historical facts and subjective historical explanations.
2. Understand historical facts and analyze historical conclusions.
This assessment goal requires candidates to correctly understand historical facts and then analyze historical conclusions. It examines the further thinking activities of candidates in mobilizing and applying knowledge during the examination. This process includes understanding and refining the effective information provided by the examination questions, mobilizing and screening the existing knowledge reserves, integrating and transferring knowledge, drawing new conclusions or making new judgments and other thinking activities, which is the embodiment of the thinking and methods of history discipline.
3. Explain and prove historical phenomena and historical viewpoints.
Explaining and proving historical phenomena and historical viewpoints is the assessment goal and requirement of mobilizing and applying historical knowledge on the basis of fully obtaining and explaining historical information. Historical phenomena are complicated, and only by mobilizing and applying knowledge to extract the essence from the rough and discard the false and retain the true can we explain them scientifically and reasonably; The view of history varies from time to time and from person to person. Candidates can only prove it by mastering enough information and using scientific viewpoints and methods.
(3) Describe and explain things
"Description" refers to the expression of historical things, including all historical elements; "Interpretation" refers to the historical interpretation of historical things, requiring candidates to independently inspect historical things and make a preliminary historical evaluation. Of course, these should be limited to the requirements of the test questions, and their descriptions and explanations should also conform to the direction of the test questions.
In the process of describing and explaining historical things, firstly, describe historical things and explain their characteristics accurately; Secondly, look at the essence through the phenomenon and understand the essence of the problem; Finally, using subject knowledge, put forward the steps to solve the problem, and describe and explain the problem completely with concise and accurate historical subject language.
1. Tell history objectively
The objective narration of historical things means that candidates are required to accurately describe the environment, factors, internal relations and evolution process of historical things in the language of history subject according to the requirements of test questions.
2. Accurately describe and explain the characteristics of historical things
Features refer to components with different meanings between things. The characteristics of historical things are the components that distinguish a historical thing from other historical things, including: (1) the specific factors that form historical things, and this specific factor will inevitably lead to a specific relationship within things, which will inevitably reflect the characteristics of things. (2) The direct phenomenon related to the historical things acting on society or society acting on historical things. (3) the phenomenon of key significance in the evolution of historical things themselves.
Usually, the description and explanation of the characteristics of historical things will involve historical phenomena, and some phenomena are often some manifestations of characteristics, depending on the requirements of the test questions. As far as ability requirements are concerned, performance phenomena and description characteristics should be explained separately.
3. Understand the nature and laws of historical things and make a correct interpretation.
Essence is the fundamental nature and internal relationship of things. Law refers to the essential connection and inevitable trend in the development and change of things, which reveals the essential, inevitable, stable and objective connection in the development of things and determines the direction and trend of things. The essence and law of historical things are the most basic and stable contents in the development of historical things, including: (1) the characteristics that affect social operation and the development track of such characteristics. (2) the interaction between historical things and the rhythm of this interaction. (3) the foundation of the relationship between historical things and the changes of this foundation.
Understanding the nature and laws of historical things requires candidates to apply dialectical materialism and historical materialism theory, analyze and compare the historical phenomena involved in the test questions through dynamic investigation and rational thinking, and form a profound understanding of historical things.
(4) To demonstrate and discuss problems.
"Demonstration" refers to the discussion process of proving the authenticity of a topic with arguments. The ability to demonstrate problems mainly includes the following two aspects: first, the overall grasp of subject knowledge; Second, the logic and level of the answer organization. "Discussion" refers to the study and discussion of problems. The viewpoint of history discipline comes from the process of argumentation and discussion. In fact, the process of discussing problems has also become the process of making arguments, that is, putting forward one's own views and expressing one's own views on a certain issue. In the course of the exam, because the situation of the test questions is often never seen in the textbook, the questions to be answered may never be met. In this case, the process of solving the problem is actually the process of discussing the problem.
The assessment target focuses on the innovative qualities of candidates, such as innovative consciousness, innovative thinking and innovative ability.
1. Use the methods of judgment, comparison and induction to demonstrate historical issues.
This assessment goal requires examining the candidates' argumentation and discussion methods on historical issues. Distinguish historical phenomena by judging, compare related historical things, and further summarize one's own historical understanding to demonstrate historical problems. This thinking activity process is also a discussion process to prove the authenticity of the topic with arguments.
2. Criticize, draw lessons from and quote historical viewpoints.
The view of history is subjective. Different historical figures often have different views on the same historical thing because of their different times, positions and observation angles.
This ability goal requires candidates to quote historical materials, opinions, etc. Draw lessons from history and discuss and judge other people's views. It requires candidates to pay attention to and examine the authenticity, objectivity and integrity of materials, examine the logical rigor, questioning consciousness and critical spirit in the thinking process of candidates, and emphasize historical materials and evidence.
Discrimination, criticism and evidence consciousness are the embodiment of the thinking ability of history discipline. When commenting on historical viewpoints by means of criticism, reference and quotation, we should pay attention to the fact that the quoted viewpoints and historical things must be authentic and consistent with historical facts; We should put historical things and viewpoints under specific historical conditions and use the basic methods of dialectical materialism and historical materialism to analyze and judge.
3. Put forward different views on historical issues and historical viewpoints independently.
This evaluation goal examines the ability of candidates to explore historical issues. Candidates are required to think independently, be good at finding problems from different angles, and actively explore ways to solve problems. Based on the discipline principle of "from history", the author puts forward his own personal views on historical issues and historical viewpoints.
When demonstrating and commenting on historical phenomena, historical problems or some historical viewpoints, the arguments put forward should be sufficient and the conclusions should be reasonable. Encourage innovation and bold questioning, but also need to seriously verify, put facts and reason.
The examination questions that reflect this assessment goal are more open and personalized.