The first round: review by unit to lay a solid foundation. The history exam consists of six parts: ancient history of China, modern history of China, modern history of China, ancient history of the world, modern history of the world and modern history of the world. When reviewing these chapters, it is suggested to review them in units according to the order in the textbook. In this way, firstly, students can comprehensively review and consolidate the historical knowledge they have learned before, especially for students who have not mastered the knowledge well before, and such review provides them with an opportunity to check and fill in the gaps; Second, it helps students to grasp the sequence of historical events, establish the concept of time, and grasp the basic clues of the historical development of each plate as a whole. Third, many units are also a history review topic. So the unit review is also a special review. When reviewing units, it is mainly necessary to understand the approximate time, major historical events, the relationship between events, the characteristics of units and the basic clues of each unit. Everyone should make full use of all parts of the textbook. For example, at the beginning of a review, students can be guided to read the table of contents in front of the textbook. Through the catalogue, students can know that this section consists of several units. Through the unit titles, they can understand the main contents and basic clues of this section as a whole, grasp the key points of all teaching contents as a whole, and form a knowledge framework. In this way, students' historical knowledge will not be scattered, isolated and confused. Specific to the review of each unit, we can first make full use of the unit in the textbook to summarize the content, guide students to read, and let them know the approximate time of the unit, the main historical events that occurred, the relationship between the events and the characteristics of the unit, the basic clues of the unit and so on. Finally, when reviewing the content of each lesson in the unit, the teacher should focus on teaching the students the review methods and let the students find out the main points by reading books themselves. For example, tell students that to fully grasp a historical event, we must fully understand its cause, process and influence. By grasping the major events in the process of occurrence, development and ending, we can understand the process of events. Unit review is the most important step and the most time-consuming part in the review of senior high school entrance examination. Only by doing it slowly and steadily can we ensure the final review quality. The second round: on the basis of unit review, carry out special review to improve the ability. On the basis of reviewing students' basic historical knowledge in the unit, review the topics. Thematic review is the deepening and systematic induction of unit review. It requires the integration and comparison of similar knowledge and rearranging the clue frame structure, which is helpful to make up for the deficiency of unit review, give students a clearer sense of context, and also help to break the limitations of the original teaching material system and transfer and reorganize knowledge. For example, it is difficult for students to master the reform of rural production relations in China since the founding of the People's Republic of China. If we review the topics according to the clue of land reform, agricultural cooperation, people's commune and household contract responsibility system, we can not only strengthen students' memory, but also improve their ability of induction, analysis, comparison and generalization. As for the setting of review topics, as mentioned earlier, many units are one topic. For example, the first unit of China's modern history, "Invasion and Struggle of Great Powers" and the second unit, "Difficult Start of Modernization", are review topics in themselves and have been reviewed during the unit review. Then in addition, we can also determine new review topics from the following aspects through all-round and multi-faceted connections such as horizontal connection, vertical connection, causal connection and Chinese-foreign connection of historical knowledge. (1) Induce and compare the same type of knowledge. Such as the bourgeois revolution in Britain, France and the United States, the ideological emancipation movement in modern society, three scientific and technological revolutions, two world wars, rural issues and so on. When reviewing, the key point is to guide students to compare from what aspects, and find out which are * * * and laws by comparing the same type of knowledge, so as to better understand historical phenomena and perceive the basic clues and laws of historical development. (2) Compare historical events in Chinese and foreign history. It can be the same type, such as the Meiji Restoration in Japan and the Reform Movement of 1898 in China, and the difficult start of the West's entry into modern society and China's modernization. It can also be at the same time, such as 19, 60-90 years of important changes in Chinese and foreign history. By comparing the similarities and differences, we can better understand China's position in the development of world history. (3) Comparison of the vertical relations of historical development in the same country and region. Such as the American Revolution and the American Civil War. Outstanding presidents in American history and their deeds. British bourgeois revolution and British industrial revolution, Japan's Meiji Restoration and Japan's economic development after World War II. Through this vertical comparison, we can comprehensively analyze and understand the economic and political development history of a country. The third round: simulation training, mastering problem-solving skills. In a sense, ability is practiced. In the simulation training stage, special guidance should be given to the questions and requirements of the senior high school entrance examination. In particular, the analysis and guidance of problem-solving methods, problem-solving ideas and normative answers. We should pay attention to cultivating students' ability to examine and solve problems, and learn to clarify the ideas and methods of answering questions. In the process of examining questions, students should be guided to investigate the types and requirements, the key words and the time and space range, and then determine the ideas and methods of solving problems. When organizing the answers, they should pay attention to the standardized expression of words, answer questions in standardized historical language, cultivate the ability to analyze and solve problems, and adhere to the combination of history and theory. And students are strictly required to write, they must answer neatly and standardize, and implement "four modernizations", that is, writing is left-aligned; "Four modernizations" are essentials, levels, tips and serial numbers. Developing a good habit of answering questions is conducive to reducing unnecessary scores in the exam.