First, change consciousness and face up to the exam.
Because of the baton of college entrance examination, history education in middle schools has been ignored. Before the new curriculum reform, the high school history exam only existed as a high school graduation exam, and it was an independent proposition, so students, parents and even teachers and schools did not pay much attention to it. After the new curriculum reform, our province will include 10% of the test scores in the college entrance examination results. Therefore, the high school history exam will become the first chapter of the history college entrance examination. The change of this situation requires us to change our consciousness and face up to the exam. School is an important place for students to study and live. Middle school students, although a mature group, still need correct guidance in their study and life. Before the new curriculum reform, because the status of the high school history exam was not important, many schools and teachers just regarded it as a general routine exam, which led to students' indifference to the exam and inertia in history learning. After the new curriculum reform, the educational functions of schools and teachers have changed, especially teachers have changed from imparting knowledge to promoting and guiding students' learning. Therefore, with the support of the school, teachers must organize students to carry out general mobilization of exams, do a good job in students' ideological work, and explain the importance of exams and matters that should be paid attention to after the new curriculum reform, so as to arouse students' attention to reviewing history exams and guide them to regard high school history exams as a drill for the college entrance examination. From the analysis of the national examination in 2006-2008, the multiple-choice questions are relatively simple and basic. However, due to the increasing comprehensiveness and flexibility of the material questions and essay questions, it is impossible for students to answer the material questions and essay questions completely without studying the content of the textbook systematically and deeply. It can be seen that after the new curriculum reform, the requirements of high school history examination for students have increased, which further determines that schools, teachers and students must change their consciousness and face up to the examination in order to achieve good test results. Only when the ideology of schools and teachers changes can the consciousness of students really change. Only by facing up to the high school history exam can students really change their attitude towards high school history, and then prepare for the exam seriously, and win a hard-won score for the college entrance examination one year later.
Second, make reasonable arrangements and prepare for the exam easily.
The scope of the history examination of the senior high school entrance examination is the content of the three compulsory books of high school history: political history, economic history and ideological and cultural history. Wide range, many knowledge points and tight time. Therefore, it is necessary to arrange the teaching progress reasonably. Our approach is to use the second semester of senior two to prepare for the exam after completing the teaching content of three compulsory modules in the first semester of senior one to senior two. In this way, on the one hand, more time is gained for preparing for the exam, on the other hand, an atmosphere for preparing for the exam is created invisibly, which will make students feel a sense of urgency psychologically and actively participate in the review of the exam.
The review teaching of national examination can be divided into three stages: in the first stage, the basic knowledge is reviewed according to the Guiding Opinions on Basic Evaluation of New Curriculum in Ordinary Senior High Schools (hereinafter referred to as the Guiding Opinions on Evaluation) compiled by Hainan Education Research and Training Institute. In the process of review, it is supplemented by explaining the unified supporting exercises, especially paying attention to the practice and analysis of material questions and essay questions. The review at this stage is characterized by "detail", focusing on the basic knowledge and the memory understanding part of the exam requirements. Therefore, in this review stage, every chapter and section should be read through in detail, and textbooks should be read through from big characters to small characters, from maps to illustrations, from historical facts to historical theories, leaving no blank, because only the accumulation of quantity can improve the level of knowledge. At the same time, we should master certain methods in the reading process, especially requiring students to work hard on "familiarity"; Draw a box, circle it a little, grasp the key points and distinguish the levels; Take notes, list clues, etc. From different angles, use different methods to "grind" and "eat" textbooks. After reviewing each module, the mock exam of this module will be conducted in the whole grade to strengthen students' grasp of the basic knowledge of this module and strike while the iron is hot. The review theme of the second stage is the comprehensive induction and analysis of the three compulsory modules and the analysis and summary of hot issues. The knowledge system of history can be divided into vertical lines and horizontal lines. The vertical line is the history of development in historical time sequence, and the horizontal line is the subject history of classification. The history of senior high school is mainly arranged according to the history of special topics, but there are internal relations among the three modules, so it is necessary to synthesize, summarize and analyze the three compulsory modules. Moreover, the big questions in the history exam, mainly material questions and essay questions, are often found in special clues, such as the examination questions in 2007 and 2008. The material questions are all about two industrial revolutions. Therefore, special history must be grasped, and it must be grasped. Coherent topic review is of great help to students to clarify their thinking and divide the scope, and also plays a great role in promoting the improvement of material questions and essay questions. When reviewing a special topic, we must think clearly, clarify clues and distinguish the characteristics of each stage or the whole. In addition, we should also pay attention to hot issues. Judging from the topics of the high school history exam, hot issues are investigated every year. The Wenchuan earthquake in Sichuan in 2008, the Beijing Olympic Games, and the establishment of a special zone in Hainan for 20 years are all reflected in the topics of the 2008 high school history exam. So, at this stage, I also help students sort out and analyze the hot issues this year. In the third stage, the comprehensive simulation test of three compulsory modules is carried out, and "battlefield" training is carried out to improve students' ability to adapt to the high school history examination after the new curriculum reform. At the same time, on the basis of mastering the basic knowledge and combing the clues, we will review the three books in one or two days to help students strengthen their memory of the historical knowledge system and effectively improve their grades. After three stages of review and consolidation, students have basically mastered the basic knowledge and grasped the key points and difficulties, so that they can take the exam and get better results.
Third, stress efficiency and get twice the result with half the effort.
For science students in senior two, the task of history examination is very heavy and stressful, because they have to deal with exams in politics, geography and other subjects. Students usually have limited time to review history after class. First of all, we should guide students to make a good review plan, arrange the review time of various subjects reasonably, and pay attention to efficiency in order to get twice the result with half the effort. How to help students make a good review plan? I told the students about the general time arrangement of the three stages of review and the key points of each stage, so that the students can know fairly well and review without panic, so that the key points of each stage can be put in place and their grades can be effectively improved. On the contrary, if students don't understand the general progress of review, they will be anxious for success, and they will be busy grasping the west and grasping blindly. When the basic knowledge and review focus of this book are not in place, they will be in a hurry. If students know the general review progress, they should carefully review what should be reviewed, grasp the basic knowledge and key points of each stage, and review every step in a down-to-earth manner, so that the review effect will be much better, thus improving the review efficiency and achieving the goal of getting twice the result with half the effort. Therefore, helping students make a good review plan is obviously helpful to the review effect.
Secondly, teachers must focus on improving the efficiency of 40 minutes of class, and more importantly, guide students to pay attention to this 40-minute class time. To improve the efficiency of the 40-minute class, it is necessary to make the review class vivid and easy to understand, so that students can remember the knowledge points in the class and implement them. In order to make the review content vivid, we can combine multimedia teaching equipment and other means to summarize the main points of knowledge to be reviewed, so that students can know in place and understand deeply. In class, students are required to mark the knowledge points in the textbook with various symbols (or pens with different colors) and remember them. Teachers must make great efforts to review and train the knowledge points that are required to be understood and used in the Assessment Objectives in the classroom in the form of material questions or discussion questions, so as to cultivate students' ability to examine and think. For example, the knowledge of "on the influence of industrial revolution on the development of capitalist world market" requires students to write down the main points of "productivity", "production relations" and "world market" in the corresponding position in the textbook, and train students' thinking ability in combination with relevant materials. This kind of review teaching can improve students. At the same time, in order to consolidate knowledge, each class is arranged for 5-6 minutes to ask questions. Therefore, improving the efficiency of class for 40 minutes and getting twice the result with half the effort is the key to improving the exam results.
Fourth, hand it over to the law and improve your ability.
It is better to "teach people to fish" than to "teach people to fish" Teaching students how to solve problems, strengthening the guidance of problem-solving methods, improving students' problem-solving ability in an all-round way, and letting students "draw inferences from others" when solving problems are undoubtedly of great help to improve students' grades. I constantly strengthen the guidance for students to solve problems in all aspects, so that students can learn useful things.
First of all, in every review class, I constantly interspersed with the guidance of problem-solving methods, especially the problem-solving methods of material problems and composition problems. For the solution of the material problem, I summed up this method for the students-four steps of material analysis: reading-refining-contact-writing. The first step is reading. Reading is the beginning of the examination process. When reading, we should look at the questions first and then at the materials, so as to look at the materials with questions, overcome the blindness of reading and reduce the time occupied by reading. Materials are the premise and foundation of material analysis, which can be divided into four categories: historical materials, cultural relics, poems and charts. The content of materials generally includes title, text, notes, source, etc. When reading materials, you must read them word for word, and you can't ignore materials that you think are "unimportant" such as titles, notes and sources. The second step is refining. Refining is to extract effective information from materials to the maximum extent on the basis of reading materials. The so-called effective information is the material to answer questions from the perspective of testing. According to the requirements of the problem, through the identification, screening and sorting of materials, those invalid and false information are eliminated and effective information is extracted. Effective information generally includes the events involved in the materials, that is, the time when the events occurred (century, year, dynasty, etc.). ); The space where it appears (mainland, country, region, city, etc.). ); The ideas contained in this incident, the laws revealed, etc. ; The people involved, that is, the life, deeds, contributions to mankind and historical events or historical figures implied in the materials. The third step is contact. Contact is to connect the materials with the historical knowledge learned, so as to answer questions comprehensively. Step four, write it down. Writing is to answer questions in written form. The answer should come from history, that is, the conclusion should come from the excavation and sublimation of materials, but it should not be copied from materials, piled up with historical facts or put aside materials to play at will, but should be standardized, summarized accurately, explained concisely, discussed reasonably and clearly. The four-step solution of material analysis problem is convenient for students to operate in solving problems. But these four steps should not be carried out separately in the process of solving problems, especially the three steps of reading, refining and contacting should be carried out at the same time.
For the answer to the question and answer, I summed up this method for the students-the three steps of question and answer analysis: carefully examining the questions, sketching the outline and reading the sub-questions. Take the following topic as an example to illustrate. "If you are a tour guide and accompany a foreign tour group to Fengyang rural area in Anhui, foreign friends will let you introduce 1953- 1956, 1958- 1964,1966-/kloc-0. (Requirements: the number of words is about 150 words, 14 points) The first step is to carefully examine the questions. Examine the questions and make clear the meaning of the questions. In fact, every question implies the enlightenment point of answering the question, so we should first carefully examine the question. In this issue, the enlightenment points are: 1, Fengyang rural area in Anhui, 2, 1953- 1956, 1958- 1964, 1978. Great changes have taken place in Fengyang countryside (please indicate the time. The first enlightenment point implies that the students' topic will examine the contents of the household contract responsibility system, while the second enlightenment point implies that the students' topic is not only to examine the household contract responsibility system, but to examine the rural economic development since the founding of New China. If students don't make a comprehensive analysis of these enlightenment points, it will be difficult to examine the questions clearly, find out the meaning of the questions and find the correct answer direction. The second step is to outline. The specific problems to be solved in this step are: the answer to this question consists of several parts; Each part contains several levels of content. The structure of the answers to the above questions should be: (1) great changes (including four levels: 1953- 1956, 1958- 1964,1966-/kloc). (2) Reasons for changes since1978. It can be seen that a short outline not only makes your answers clear, but also makes clear and specific positioning for the answers of all parts and levels. In this step, the most difficult question has become almost the same as the fill-in-the-blank question, and the rest is the third step, which is to look at the sub-questions. That is, the respondent must combine the score of the question to answer. The specific way is to allocate the total score of the question to all parts and levels of the answer as reasonably as possible. For example, the total score of the above question is 14, and the answer is four changes, one reason and five parts, so the reasonable score should be 2-3 points for each part. With the consciousness of "answering questions by points", we can get the following answers more easily: (1) change: 1956, farmers actively participated in agricultural cooperatives, rural land ownership changed fundamentally, and farmers embarked on the socialist road (3 points); 1958- 1964, the people's commune movement reached its climax, and people's communes were established in various places, resulting in serious economic difficulties (3 points); 1966- 1976, during the ten-year Cultural Revolution, the rural economy was severely damaged (2 points); Since 1978, the household contract responsibility system has been implemented, and the grain output has been greatly improved, the people's life has been greatly improved, and the rural economy has prospered (3 points). (II) Reasons: After the Third Plenary Session of the Eleventh Central Committee, China entered a new era of socialist modernization, and the party and government made major decisions on reform and opening up, which liberated rural productive forces and improved farmers' enthusiasm for production. (3 points)
Secondly, use the opportunity of marking papers after each exam to strengthen the guidance of problem-solving methods, which should be guided by the main types of mistakes in the exam and targeted.
Thirdly, our teacher can't give up students with poor history learning ability, because improving grades means improving the passing rate of exams. Therefore, we should do their work patiently and meticulously, transform them, try our best to help them make a fortune, move their feelings, teach them the law and promote their perseverance. The new examination form makes it more difficult for some poor students to pass the exam. Obviously, poor students are unfamiliar with textbooks, and their comprehensive generalization ability and writing organization ability are relatively poor. In view of this situation, teachers should guide poor students to remember, analyze and summarize, express words and even read history textbooks in the review teaching stage, and apply them in the review practice. In the final stage of review, the teacher must also tell the poor students the key knowledge and some important questions and answers.
Five, intensive training, "battlefield" training
Training should be strengthened to prepare for high school history. In view of the characteristics of history examination questions and the direction of examination in recent years after the new curriculum reform, we should make full use of the training questions in "evaluation objectives", especially the questions of materials and exposition, which are designed according to the requirements of the new examination form and have strong pertinence, and should be seriously implemented. In addition, teachers can also choose some exercises for students to practice, and teachers should make corrections and feedback analysis. Finally, according to the three compulsory modules of HKCEE standard, arrange several comprehensive simulation exams, conduct battlefield training, improve students' ability to adapt to the high school history exam after the new curriculum reform, and pay attention to the explanation after the exam. This is also an intensive training, which not only enables students to master the main points of knowledge again, but also enables students to better master the skills and methods of answering questions.
After the new curriculum reform, the high school history examination has become a prelude to the history college entrance examination, which is called the "small college entrance examination", showing its importance in students' learning career. As a front-line teacher, we should guide students to face up to and pay attention to the history exam in senior high school, guide students to review the exam carefully, and help them bravely climb the peak of the college entrance examination.