(1) Review of the problem:
Combine the training of examining questions with the training of extracting information Because the exam itself is also a process of extracting information. In the examination training, we emphasize the examination time, place, keywords, tips, sources of materials, and types of examination questions (according to the questions raised by the materials, these types of questions can sometimes give people tips in turn), which can be used as the basic methods to cultivate the ability to extract information. Reading materials should not only read the data and picture body in the text or table, but also read tips (including in-table tips and off-table tips), notes, material sources, punctuation marks, picture background and so on. , and don't let go of any details; We should not only consider explicit information, but also pay attention to analyzing implicit information in connection with what we have learned; It is necessary to focus on breakthroughs and give consideration to the overall situation. We must grasp "one, two, three" when reviewing questions;
"One" refers to "a premise", that is, "to know and understand materials (especially charts and data)". It is necessary to clarify the main concepts and explain the main problems, and then figure out how icons and data represent concepts and explain problems.
"Two" refers to "two principles", namely "fully obtaining and utilizing effective information" and "connecting with teaching materials based on materials". The first is "fully obtaining and utilizing effective information". The so-called "effective information" refers to the content related to the problem, which is often the center or theme of the material. If you don't find effective information, you can't complete the requirements of the topic well and affect the score. Followed by "based on materials, contact with teaching materials." The perspective of the problems shown in the textbook is not necessarily the same as that of the textbook. For example, a textbook may mainly describe its positive side, while a textbook may show its limited side. To contact the teaching materials, the content reflected by the materials should be related to the relevant knowledge learned in the teaching materials, and the knowledge and viewpoints learned should be used for comments and analysis.
"Three" refers to the "three steps" to conceive the answer. That is, "take a look" to see how many questions there are; "Second check" to find out the subject (or item) and limitation in the question; "Three Answers" organize answers according to questions. When organizing answers, it is best to use "serial number", such as ① ②.
(2) Answer according to the question:
In the exam, many students often answer questions without clear questions, so they often miss answers and lose points. There are generally four types of non-multiple choice questions: one is "answer according to the material", which can generally be asked according to a piece of material or several pieces of material, and the answer to this question can generally be obtained directly or indirectly from the material. For this kind of test questions, candidates can find out one by one from the materials according to the scores and summarize them appropriately. Generally, there is no need to discuss them arbitrarily. The second is to "answer according to (or in combination with) the materials and knowledge learned". Generally speaking, there are two kinds of questions based on one piece of material and knowledge learned and questions based on several pieces of material and knowledge learned. These questions and answers can't all be drawn from the materials, and some answers must be answered in combination with the relevant knowledge learned. Candidates should judge the scope of knowledge to be examined according to the time and keywords in the materials, and then use this part of knowledge to answer. The third is to "answer according to the above materials and questions". This way of asking questions takes everything involved in the material as effective information, which not only provides the thinking direction of the topic, but also sets up a new situation. Understanding and grasping the material is the key to answering questions. The fourth is "answer according to what you have learned". This way of asking questions is to seek answers from what you have learned. The materials in this kind of questions only play the role of creating situations, and you should answer the questions completely according to what you have learned.
"Five-character Strategy" for Answering Questions ── Narration, Argumentation, Analysis, Comparison and Comment
"Narration" is narration. When answering questions, it is generally expressed by time sequence and causality, but it should be noted that the knowledge points required by the topic (1) must be involved, not expanded and not omitted. (2) For those with strong generality and long time span, the questions are divided into historical stages first, and then answered in stages.
"Theory" is argumentation. Argumentation must first judge the right and wrong of viewpoints and topics. There are two standards: one is the standard of practice and the other is the standard of theory. In order to set facts and reasons, we must first prove the correctness or error of opinions and propositions with sufficient facts, and then make corresponding explanations, conclusions or summaries. The answer emphasizes that listing historical facts should be full, comprehensive and convincing.
"Analysis" means analysis. Generally, you should answer "what" first, and then answer "why" on this basis. Candidates are required to analyze the causes and backgrounds of historical phenomena, time and historical figures in a specific historical environment and conditions from the perspective of dialectical materialism, reveal the essence of things, understand the laws of historical development, and summarize historical functions, influences and historical positions, so as to learn historical lessons.
"Comparison" means comparison. For problems with comparative projects, they can be compared as needed; Many candidates often don't know what to compare, how to compare questions and have no way to answer them without giving clear comparison items. Mastering the following methods and principles can make a complete comparison.
Methods: Focus on one thing or one person and list related items; Then compare it with another one.
Principle: (1) Compare the causes, background, historical conditions and purposes of historical phenomena. (2) Compare the content, characteristics, characteristics, nature and essence of historical phenomena. (3) Compare the causes, historical functions, status, influences and lessons of things.
"Comment" refers to comments, evaluations, comments, etc. If you want to comment correctly, you must: (1) Look at the problem with dialectical materialism. (2) The position of commenting on the problem should be correct. (3) Comments should be based on facts.
Second, the reasons and countermeasures for the mistakes in answering questions
The problems existing in students' exams mainly include:
1, weak examination ability, incomplete extracted information, inaccurate extracted information, unable to exclude invalid information, etc. The reading materials were not calm and careful enough, and no useful information was found in the panic, especially the chart questions. Such mistakes often happen, and losing points is very common. As long as the material is thoroughly read and understood in reading, the correct and complete answer to the question will be guaranteed.
2. You can't combine the information provided by materials with textbook learning, and only use textbook knowledge or material information to answer questions. The two can't complement each other, which leads to insufficient dialectical thinking and incomplete answers.
3. Answer irrelevant questions or omit knowledge points. Pay attention to the questions when you answer them. If you have a few questions, you should answer a few questions, one by one, with a clear hierarchy. Don't answer several questions together, you know, the score is given to each question separately.
4, the wrong point of view, the wrong position, so that there is a big deviation in the answer. Common mistakes are: not seeking truth from facts, looking at historical events and figures according to social status and consciousness. We don't objectively evaluate things according to the law of historical development, but rely on personal feelings and subjective assumptions.
5, the answer is poorly targeted, rambling and irrelevant. Therefore, when answering questions, we should carefully read the requirements of the questions, answer any questions, closely follow the questions and answer them layer by layer.
6, empty talk, lack of historical evidence, or just list historical facts without comment. Don't just put historical facts in the answer, let alone talk about theory without historical facts as the basis.
7. The discussion is chaotic. The way to overcome this is to answer the questions in order. In the process of answering each question, or in chronological order, or in the order of causality of things, or in the order of logical relationship, we should be strict in logic, clear in hierarchy, clear in regulations and fluent in statements.
8. The handwriting is illegible to the reviewers. Therefore, you must write neatly in your answer.
Third, the college entrance examination history standard answer guidance
The answer lies in the knowledge correctness of the answer, but after each exam, there are always candidates who complain about unfair marking, and their answers are correct but they can't get full marks. In fact, the reason is very simple. You ignore the beauty of the external form of the answer, lack affinity and rigor, and can't conquer the "judges" who read the paper. The "four in place" in the exam can effectively solve the problem of losing points in the exam caused by non-intellectual factors.
(1) Write in place.
It is required to write in regular script or running script, not cursive script, which will reduce Lian Bi, be neat and clear, natural and refreshing; It is also important to use ink with a pen. The college entrance examination requires a 0.5mm black pen, so the problem-solving training should be as close as possible to the college entrance examination requirements. Do not use pencils, low-brightness blue-black ink and blue-black ballpoint pens. At present, the objective questions are all scribbled cards. In the training, we should choose qualified 2B pencil to paint cards, so as to master the characteristics of this pencil well and avoid the unfavorable phenomena such as broken pencil lead, too light and too heavy painting in the examination room. There must be no typos in the exam writing, otherwise it will ruin the scenery and affect the examiner's impression of you.
(2) the format is in place.
The specifications and styles of liberal arts writing are unified, and the answers to history subjects should use the composition format in the Chinese exam. The answer should be divided into sections, and each natural section must start with two spaces. A line of words that can't be written should be written in another top box, instead of being square and confused like tofu. The lines between paragraphs should be even and generous, and the punctuation should be accurate and clear. You can't just use the symbol "dot" from beginning to end. At the same time, the other extreme is also wrong: some students unconsciously divide the answer to a question into eight paragraphs and ten paragraphs, and "tofu blocks" become "noodles", which is obviously a manifestation of logical confusion.
(3) Level in place. Hierarchy is the order of speaking and writing content, and hierarchy in place is the premise of correct segmentation. The answer to each question always has a main clue, some are divided into several stages according to time, some are divided into several regions according to location, some are divided into political, economic, ideological and cultural levels according to social structure, and some need to be demonstrated from factors to conclusions according to causality. To find the main clues suitable for the topic, sort out some aspects of the first level according to the clues. These aspects are all there, so we should use several parallel natural paragraphs to elaborate. Generally speaking, in the first level (or each natural section), it is only necessary to make knowledge essential, and it is not necessary to subdivide the third and fourth levels into more natural sections.
(4) the language is in place.
For example, the Opium War refers to the first Opium War and cannot be understood as two Opium Wars. Therefore, you can't make up your own historical terms, and you can't answer questions in oral language, literary language or even rhetoric in history exams. We should fully respect the seriousness and scientificity of the language of the history subject, and use the standardized concepts in the teaching materials and the correct views of teachers when explaining to explain historical facts, analyze historical materials and evaluate people. At the same time, the text should be concise and the language should be concise.
Fourth, suggestions from the marking teachers of the college entrance examination.
Candidates who take part in the college entrance examination should not only struggle with their own psychology, but also pay attention to formulating countermeasures consistent with the psychology of college entrance examination marking teachers. Because marking is directly related to candidates' scores, it is an indispensable key for candidates to get high marks in the college entrance examination.
1. Give the marking teacher a good first impression.
Marking papers is a very heavy task. In addition to ensuring the quality of marking, marking speed has a decisive impact on the completion of marking tasks. If some candidates' answers are wordy and rambling, they will leave a bad impression on the marking teacher, thinking that you may not understand and affect your score. In order to leave a good first impression on the marking teacher, in addition to keeping the paper clean and tidy, the handwriting should be neat and comfortable, and the following points should be paid attention to when answering questions:
(1) get a pertinent answer. In order to improve the speed, in the actual marking operation, the marking teacher generally only pays attention to "keywords" and only "looks" or "looks" at the words answered by students, not "reads" or "recites". Under normal circumstances, the marking teacher signs his name (except the first one, the rest only sign his surname), scans the candidates' answers, prepares to turn the page, and writes down the scores of the changed questions while doing the above actions. So your answer must not be as long as writing a composition, and it doesn't matter. Your answer should be "three-oriented": paragraphs, serial numbers and main points. If there is more than one question, ask and answer, divide the answer to each question into different paragraphs, briefly indicate what question you answered before each paragraph, and never mix several questions to answer; If there is more than one point in a question, divide the answer into several points, and mark the serial number before each point, such as (1) (2) (3)... 123 ... or ABC...；; If the test paper space permits, it is best to arrange these serial numbers up and down and take photos along the left side so that the marking teacher can see at a glance.
(2) the focus of the answer should be eye-catching. Some candidates wrote a lot of words and even a long speech when organizing the answer, but they missed the point and missed the "scoring point". You should summarize the key words of every meaning you answer, and try to write the key word "point" at the front before explaining. As mentioned above, when marking papers, the marking teacher only looks at "keywords". If your "keywords" are too "hidden" to be seen instantly by the marking teacher, you are likely to lose the score you should have got. "put the gold medal in the teacher's most eye-catching position" and "take the scoring point as the captain and stand at the front of the team". It is difficult for the teacher to grade you.
(3) Reasonably arrange the answer space. Some students are used to writing answers from the middle of a given space, even in the sealed line at the end. The line is sealed, and the marking teacher can't see it at all. If the answer is written in the seal line, not only the words in the seal line are invalid, but also the words exposed outside the seal line are unreasonable because of the lack of the second half of the line, so it is difficult to give points. Due to lack of space, some students wrote the last few lines in smaller and smaller fonts; Or draw a big arrow from the end of the answer and turn left, and continue to supplement the answer, giving the teacher a very bad impression and making the teacher "harsh" on you. Therefore, when organizing the answer, try to use the pen to start from the left and leave a space on the right. If you don't finish writing, you can leave a blank. If the inspiration reappears during the inspection, you can continue to supplement it if you think of something better.
2. The skill and level of answering questions are satisfactory, which makes you add more points.
The score of subjective questions depends on two factors, one is the focus of the answers written by the candidates, and the other is the impression of the marking teacher. The impression here is not only the first impression mentioned above, but also the information that the teacher can get from the answers written by the candidates, whether the candidates are excellent students or not. These impressions directly affect the flexibility score. The scores of subjective questions are generally flexible. For the convenience of operation, each marking teacher has the right to decide within 1 point for each question. So if you want to get this 1 point, you must satisfy the marking teacher (if there are many subjective questions, it will add up to a few points, so pay attention). In order to score as many points as possible, in addition to doing a good job in Raiders I, we must also do the following:
(1) The answer points should be comprehensive. When marking papers, "get points", that is, compare the standard answer with your answer and give several corresponding points according to several "scoring points". At the marking point, it is generally necessary to formulate more detailed scoring rules, such as synonym substitution and new grading. In order to get more scores, your organization's answers must contain more "scores". In order to do this, the principle of "the more, the better" can be appropriately adopted. Note that "the more the better" here means more points, not more words. Of course, the "points" may increase accordingly, but it is by no means a long speech. For example, on the issue of "maintaining the status quo" or "rebuilding" the Yuanmingyuan, let you choose a point of view and give reasons. Your answer should be to give as many reasons as possible (many points), not how fully one of them is described (many words). Because when correcting the paper, the teacher saw that you gave several reasonable reasons-each reason has a fixed score; If only one reason is explained, even if the discussion is sufficient, only one main point can be given when marking the paper. Therefore, without knowing the exact answer, the main point of your answer should be "the more the better".
(2) The answer content is "breadth first, depth second". As mentioned above, "scoring" is not based on depth (the depth is at most 1 minute, but ordinary candidates don't). For example, in the national comprehensive volume in 2005, titled 37, "A Brief Comment on the Historical Role of Nationalism", anyone who knows that "one divides into two" will get 4 points first; Explain the positive and negative effects a little, and you will get 10. If you only answer one of the positive or negative aspects, and the reasons are detailed, the marking rules say "give 6 points at most". In practice, marking teachers generally don't add points beyond the standard answers and scoring rules; As long as the answers are comprehensive, the ideas are broad, and as long as the "main points" are included, the teachers are very tolerant of the explanations. As long as the pros and cons of this question are explained, even if the explanation is not accurate and comprehensive enough, according to the scoring principle of "give points as much as possible", full marks or most points will generally be given. Therefore, "breadth" is more important than "depth" in organizing answers.
3. Answer according to points, and feel free to score.
(1) Answer whatever you want. Some students will ask, in the face of a question, how much is "just right"? Answer "how much you pay" and "how much you pay". Every small question on the college entrance examination paper is marked with a corresponding score. Questions marked with 10 must have more answers than questions marked with 4 points. According to the experience in recent years, each point is generally 1-2 points. However, one thing you must be clear about is that the main points of your answer can't be exactly the same as the standard answer. Therefore, your unit's answer should be as detailed as possible. If your organization's answer is regarded as a mathematical "set", then your "set" must contain more "elements (score points)". Marking papers is actually seeking the intersection of your "set" and the standard answer "set". If you compare the standard answer to "fish", your organization's answer should be "fishnet". In order to catch more "fish", shouldn't your "fishing net" be bigger?
(2) Don't cross out the words written on the test paper easily. Someone once described the marking of the college entrance examination as "finding the right one from the wrong", but it is not too much. The marking teacher is quite tolerant. As long as your answer has a score, as long as your answer can be "found" by the teacher, the teacher will give points. Whether you like it or not, you must dare to answer questions. Generally don't cross out the wrong answer, because the wrong part will not affect your score in the correct part. What's more, if you think the answer is wrong, maybe it also contains "score points". The marking teacher is here to "give points", not to "deduct points" As long as your answer is to the point, you won't be "implicated" because of your previous mistakes. Even if you are unfamiliar with a topic, try to answer a few points, because the marking teacher is very cautious to give 0 points; What's more, every marking teacher has the right to decide within 1 point. As long as the answer is not too outrageous, he usually gives points.
I hope the above content can help you!