(1) Clear answer information. First of all, it is necessary to clarify the important knowledge points to be answered in the test questions, that is, which historical events or people are required to be perceived by the topic, and to clarify the objects and contents of perception; Secondly, we should combine our own views on the process of historical events or the deeds of people to explain our true feelings. When we feel, we must follow the principle of seeking truth from facts, so as to speak from history and avoid rambling or even irrelevant colloquial sentences that are divorced from textbooks.
(2) Strive for the perfect answer. After finding the knowledge points and determining the answer ideas, we must organize the answers accurately and completely. This includes not only general requirements, such as neat handwriting, standardized language, fresh ideas and strict logic. , but also to ensure that the answers and scores are consistent, that is, fewer answers with fewer scores and more detailed answers with more scores.
1, exploring and innovating: history is complicated. Historical figures, events, etc. It often has multiple influences and functions in history. Later generations have different opinions from different angles and positions. Therefore, introducing controversial historical figures and events into practice can stimulate students' strong interest in inquiry learning and let them know that evaluating a historical figure and event is not only the patent of experts and scholars, but also students can evaluate historical figures and events according to their own knowledge and correct view of history and world. Let them innovate and make progress in inquiry, and let them learn how to use scientific dialectical materialism and historical materialism to re-examine history and historical figures from a more macro and open perspective, and analyze every historical event and historical figure fairly and objectively with an unprecedented calm and peaceful attitude. We can't simply divide and evaluate historical figures and events by loyalty and traitors, national heroes and traitors, good things and bad things. For example, how to evaluate historical figures such as Li Hongzhang, Zuo and Kang Youwei; How to treat the Grand Canal dug in Sui Dynasty? Exodus1:In 2000, China Poly Group Company purchased three animal heads with a total price of HK$ 30 million at any cost, which was warmly welcomed by Chinese people. Some people think that it is not worthwhile to spend huge sums of money to recover national treasures. Do you agree with him? What does the loss and return of national treasures mean? Exodus 2: Debate on the restoration of Yuanmingyuan: Some people think that Yuanmingyuan should be restored. The reason is that Yuanmingyuan is the peak and essence of ancient architecture in China, and it must be fully restored to let future generations know the brilliant achievements of ancient architecture in China. Some people object that the site of Yuanmingyuan burned by the invaders is a national humiliation engraved on the backbone of the Chinese nation and a wake-up call to everyone in China. Do you think it is necessary to restore Yuanmingyuan? Combine your historical knowledge and talk about your own ideas. The design of this kind of exercises is conducive to promoting and developing students' individualized thinking, publicizing students' individuality, and encouraging students to think, discover and even be unconventional. Undoubtedly, it can cultivate students' good habits of independent thinking and exploration, and enhance their ability to find and solve problems. Let them learn how to learn, how to create and how to think, so as to improve the overall quality of students.
2. Immersion: It can also be called role experience. It refers to a learning activity that puts students in the environment of historical development, observes and studies history from the standpoint of historical figures, so as to grasp the thoughts, feelings, beliefs, motives and intentions of historical figures and understand the development and changes of their thoughts, that is, "the subject enters the object to imagine the object." Putting students in the historical environment at that time can examine students' ability to cope with historical events, so that students can walk into history, feel history and know history. Thus, a novel problem situation is set up, which gives people a refreshing feeling. Example 1: We designed three imaginary pictures of "Beijingers making tools, fishing and hunting, and using natural fire", and asked students to develop their own reasonable imagination according to the contents of the textbook, vividly describe "Beijingers' day" and understand the enterprising spirit of our ancestors in the struggle against nature. On February 4th, 2003, 65438+ was the anniversary of the death of Yuanmingyuan. If we are just visiting, as a witness of the burning of Yuanmingyuan by foreign powers, how can you report this history to the world with concise and eye-catching words and emotional language? This kind of open-ended question is more conducive to testing students' divergent thinking and imagination, comprehensive evaluation ability, innovative consciousness and emotional experience quality. This kind of open-ended question is based on the premise that students are "on the spot" and requires a comprehensive and accurate grasp of what they have learned, especially the macro background at that time.
3. Discipline infiltration: History is the history of human beings, including all human activities. Broadly speaking, history is the sum of all natural and social science knowledge related to human activities. From astronomy to geography, politics, economy, science and technology, culture and even social life are ubiquitous and all-encompassing. The tentacles of history are bound to be comprehensive to a large extent, so the design of history exercises should also highlight its comprehensiveness. The history we teach students should be in the category of "big history", not just a narrow "small history", but more about connecting history with other humanities disciplines, so as to be full and vivid.
Example: (1) Talk about the importance of Suez Canal in strategy, economy and transportation with maps and historical knowledge. (2) What war was triggered by Egypt's announcement of the nationalization of the Suez Canal?
This topic involves some knowledge of geography and politics. Only by clearly understanding the geographical location of the Suez Canal can we more clearly analyze and understand its strategic, economic and transportation importance, as well as the fundamental reasons why some big countries have always kept it as their own. This kind of open-ended question enlarges the spatial scope and time length of knowledge, highlights the relationship between knowledge in various disciplines, and enables students to have more comprehensive, discriminating and understanding ability and be able to answer correctly.
4. Pay attention to current events: history and reality belong to an inseparable time chain. History is a prelude to reality, and reality is an extension of history. There are many historical problems that have not been solved until today and still have their realistic forms; On the contrary, there are many practical problems with their historical roots. Therefore, in the exercise design, we should take the knowledge of history textbooks as a platform to guide students to pay attention to social issues and urge them to organically combine practical issues with historical issues, so as to realize the educational value of history education to guide students to know the past, connect with the present and enlighten the future, and make the humanistic function of history education "moist and silent". Some hot issues closely related to the real life of today's society, such as environmental issues, Taiwan Province Province issues, western development, China's accession to the WTO, the Middle East issue, the return of the Panama Canal, etc. These contents fully highlight the significance and value of the understanding and application of knowledge to real life. Example 1: Commemorating the 60th Anniversary of Normandy Landing (material abbreviation) (1) The kneeling of German Chancellor Brandt shows the German attitude towards history and war. How to treat this kind of begging? (2) "Japanese leaders in Asia also knelt down, but it was not the victims of Qian Qian and Qian Qian's thousands of Asian neighbors who knelt down, but the' executioners' who wantonly slaughtered innocent lives in those years. What event does this material refer to? How to treat this kind of begging? Apart from this incident, what are the manifestations of Japan's attitude towards history and war? (3) What is the most important thing to learn and carry forward in the Normandy spirit promoted by European countries to commemorate the 60th anniversary of the Normandy landing? What does this inspire Asian countries? This kind of problem embodies the humanistic spirit of caring for life and society. Pay attention to the combination of history with students' life and social hot issues, and examine students' knowledge structure and the level of using comprehensive ability to solve practical problems at the intersection of history and reality. Doing this kind of open-ended questions can make students care about current events and understand the world, so that students can keenly grasp the pulse of history and deeply understand the content and significance of various historical issues. 5. The ideological and realistic nature of history education is the embodiment of its value. When designing exercises, pay attention to convey the correct world outlook, outlook on life and values, and infiltrate the content of moral education. Such as: patriotism education, moral quality education, lofty ideal education, pioneering and innovative spirit education, will and perseverance education. Let students stimulate interest, emotion and thinking through vivid and true historical knowledge questions and answers. Example 1: (1) Do you know the historical background of the founding of the Volunteers in March? Why use this song as the national anthem? (2) Combining material 1 and material 2, talk about why the times are constantly changing, but we still sing this unchanging song in our hearts, "We are United as one, braving the enemy's gunfire! Forward! Forward! Enter! " ?
Example 2:1976 65438+1October 9, the United Nations announced that flags were flown at half mast in mourning for a leader of China who died the day before, which is very rare in the history of the United Nations. Waldheim, then Secretary-General of the United Nations, explained: "I decided to fly the flag at half-mast at the United Nations to commemorate him for two reasons. First, as an ancient civilization, China has countless treasures, but he has little money to save! Second, China has a population of 654.38 billion, accounting for a quarter of the world's population, but he doesn't have a child! " Please answer:
(1) Who is the leader of China who won this honor?
(2) What kind of person is he in your mind?
(3) What kind of person do you want to be? This kind of exercise can make students receive subtle education by commenting on the deeds of revolutionary leaders, national heroes, fighting warriors and model workers. This moral emotion must be internalized into the behavior habits of individual students. Let the moral education function of history education be carried forward. 6. In the traditional literary genre teaching, people pay more attention to the implementation of specific knowledge, and their "exam-taking" only takes points and ignores ideas. In this way, the experience, perception and understanding of history, an objective psychological activity in history learning, is artificially excluded from the detection because of the complexity of its detection operation. In the new round of curriculum reform, there are literary genre exercises in the research and design of open questions, so that students can talk about their feelings, experiences and understanding of the historical materials provided, without pursuing specific knowledge, just like the material composition in Chinese.
Example: Write an open letter to the Palestinian and Israeli leaders or their people with the theme of "advocating peace, expecting peace, tolerating each other and opposing violence". This kind of open-ended question is more flexible than all the above types of open-ended questions. It can open part or all of the test questions according to the needs of the exam, but its openness in answering questions is the lowest among all the above types of open questions, and it must be "test papers" or "letters". Therefore, it not only pays attention to testing students' ideological and emotional ability, emotional experience ability and value orientation, but also is especially beneficial to testing students' expressive ability of combining history with theory. In addition to the above six types of questions, there are continuation questions (there are no specific questions in the questions, and the specific questions are set by the students themselves and then answered by themselves. How much do you know about War of Resistance against Japanese Aggression? Please explain something you know clearly. " In this regard, students can continue to set "the cause of the outbreak", "characteristics", "contribution, crime" and so on. ) and forum debate (debating some issues in the form of a forum. ), song quotation types (using songs that people are familiar with to ask questions), etc., I won't list them one by one. In short, the issue of historical openness has the characteristics of openness, inquiry, science, humanity, interest and reality. Through practice, we deeply feel that open questions are helpful to optimize students' way of thinking and help students solve problems with divergent thinking and divergent thinking. Let students apply what they have learned to find, understand, analyze and solve practical problems, so as to achieve the goals of "taking history as a mirror", "applying what they have learned" and "reading history makes people wise". Open examination questions can leave room for students' innovative thinking, guide students to find problems, discuss problems, study problems, solve problems and expand their thinking, so that students can experience the fun of learning and enjoy the joy of success while doing problems. So is politics.