Jiang Daqing of Shiyang Middle School in Yancheng City With the deepening of the new curriculum reform in 2005, the examination angle and mode of the college entrance examination are undergoing tremendous changes. Under the new curriculum concept, the test questions began to change from the mode of focusing on basic knowledge and supplemented by ability examination to the mode of focusing on flexible application of basic knowledge. It should be said that such a change is in line with the requirements of the new curriculum to attach importance to cultivating students' quality and ability. Then, under the situation of the new college entrance examination, how should we deal with the new changes? As the saying goes, "everything changes without departing from its original religion", as long as we understand the basic knowledge, pay attention to summarizing the types of test questions and master the basic answering skills and methods, everything will be solved. It can be seen that the review of basic knowledge is extremely important in the whole teaching process of senior three. So how to implement the basic knowledge in teaching? First, make clear the objectives according to the examination syllabus. The first requirement of the ability emphasized in the exam description is the ability to recognize and reproduce historical knowledge. To put it in a popular way, it is to examine whether the historical knowledge specified in the historical "examination instructions" has been completely, firmly and accurately remembered. Judging from the new curriculum reform and the new college entrance examination, although the ability of investigation has been repeatedly emphasized, the proportion of the scores of the basic knowledge of accurate memory is still considerable. As we know, the multiple-choice questions, question-and-answer questions and material analysis questions in the college entrance examination are all comprehensive questions that use known knowledge to solve unknown problems. Although it is still difficult for us to clearly divide the proportion of basic knowledge and the score of ability, we can only sigh at the question without mastering the relevant historical basic knowledge. "A clever woman can't cook without rice" is a well-known wisdom. Nowadays, more and more attention is paid to ability training and ability inspection. It is undoubtedly an important issue worthy of serious reflection in current history review to emphasize the teaching of basic knowledge of history and prevent overcorrection. "Exam notes" is the most important basis for reviewing the college entrance examination, which should be highly valued by us. Teachers should guide students to understand the scope of historical knowledge in the explanation of history examination and pay attention to the formation of subject knowledge system. In teaching, a lot of time is spent on the implementation of basic knowledge. According to the requirements of the> exam, the scope of the exam includes compulsory courses I, II and III and elective courses. > How many first-level subheadings, second-level subheadings and third-level subheadings are listed? Teachers should guide students to study these projects attentively, make clear the logical connection between them, review the basic knowledge comprehensively and systematically, and lay a solid foundation for students to get good grades. Second, adhere to textbooks and lay a solid foundation. Judging from the new high examination questions, it highlights the investigation of the basic concepts of history, historical facts and key parts of teaching materials. Paying attention to "double basics" and mastering the basic knowledge and ability of history are important prerequisites and foundations for reviewing the college entrance examination. Laying a solid foundation is the key to improving ability. Accurately and systematically mastering textbook knowledge (chapter knowledge) is the basis of preparing for the exam. (1) Introduction: Building a knowledge structure framework and giving specific historical facts a position (qualitative) in the process of historical development belongs to macro knowledge, which is extremely beneficial for students to form a historical structure framework and can require students to know more; (2) The size of the text is the main content of the textbook, and the big character is the most important thing in review. To master Chinese characters, students are first required to "recite" and emphasize memory on the basis of understanding. For example, major historical events often include background, process and complex contents of several plates, and students' rote memorization is inefficient. This requires simplifying complexity and extracting memory elements through information processing and reorganization. We can learn from Chinese learning methods, such as finding out the key words (verbs or nouns) in each sentence, simplifying sentences, and summarizing the general idea and central idea of paragraphs. At the same time, we can combine the concept of "set" in mathematics, analyze and reorganize all the information according to certain procedures, and form a clear knowledge framework, which is convenient for the system to master. Second, deep understanding. It is necessary to distinguish the superficial phenomenon and essential connotation of historical events, especially to tell students to tap the tacit knowledge in teaching materials. Small print is the extension and supplement of large print, which is more specific and detailed and can be mastered according to the situation. (3) Maps, pictures and documents are important contents of review. Historical maps, scene maps, charts, cartoons, etc. We should understand their internal relations in the teaching materials. In order to tell the history, we can get effective information from the chart, establish the close relationship between graphics and words, and then tap the tacit knowledge in the chart, so as to master the relevant basic knowledge. Only in this way can we firmly grasp the basic knowledge and lay a solid foundation. Third, structural system, improving ability history is a highly knowledgeable subject. In senior three, the key for students to learn history depends on mastering basic knowledge. Building a historical basic knowledge network system is the first step to form a systematic knowledge system. Some students think that it takes too much time to self-construct the historical knowledge system. In fact, this is a once and for all thing. Because it takes a lot of time to organize the knowledge system, it can shorten the time for each review in the future and make the horizontal and vertical connection of textbook knowledge clearer; At the same time, with the deepening of the knowledge network system, students' thinking ability is also deepening and strengthening, which is actually gradually getting rid of the tedious memory process in the past, and at the same time achieving a win-win situation of knowledge mastery and ability training. It can be seen that teachers should guide students to re-integrate textbook knowledge from the beginning of senior three and form a systematic knowledge network. In the whole year of senior three, it takes only four steps to complete the in-depth review of history, that is, the first step is to build a knowledge network system, and the content, chapter titles and teaching materials are in bold. By sorting out and expanding the contents, chapter titles and teaching materials in bold type, a brief and preliminary historical knowledge system is formed, and an overall grasp of the teaching materials is formed. The contents of textbooks, chapter titles and bold words are often ignored by everyone. In fact, these are the "outlines" (skeletons) of textbooks. By comprehensively summarizing these "outlines", we can form clear historical stage characteristics, basic clues and so on. The second step is to build a horizontal and vertical knowledge network system by using textbook knowledge. In the horizontal connection, we can find the connection between historical things in different regions or different aspects in the same historical period, analyze their interaction and influence, and further summarize the historical stage characteristics of this period. In the vertical connection, we can find the related contents belonging to the same big topic or small project in different periods of Chinese and foreign history to connect and synthesize, analyze their mutual relations, compare their similarities and differences, analyze the reasons and influences of their similarities and differences, and try to transfer and reorganize all parts of knowledge to form thematic clues. In order to improve the ability of comprehensive induction and generalization. The third step is a three-dimensional knowledge network system with historical common sense and basic theory as the main line. Taking historical materialism as the framework and structure of answering questions, and taking examples of major historical events as the basic content of the model, this is also a summary and promotion of the first and second steps. In operation, we should first take the development of productive forces as the main line and sum up historical knowledge. This main line can be said that many historical developments are related to it, because it is precisely because of the development of productive forces that the relations of production do not adapt to productive forces, which has led to the continuous development and reform of society. It is precisely because of the different levels of productivity that different countries have different national strengths and different positions in the world, which leads to complex international relations. Secondly, the two basic contradictions of social development, that is, the dialectical relationship between productive forces and relations of production, economic base and superstructure, are regarded as the fundamental reasons for the development and change of integrating historical things. Because every historical thing is the unity of phenomenon and essence, to see the essence through the phenomenon, as long as we grasp the essence or main contradiction of historical things, we will grasp the root cause of its occurrence, development and change. Thirdly, integrate historical knowledge according to four foundations (economy, class, ideological theory and organizational foundation) and seven elements of economic development (system, environment, capital, labor, technology, resources and market). The fourth step is to build a knowledge network system according to the regional and current political hotspots and focuses. Divide, summarize and sort out historical knowledge according to geographical areas, so as to comprehensively understand the geography, politics and history of the region; We can also build a new knowledge network system according to the hot spots and focuses of current politics in recent years, that is, taking historical and geographical knowledge as the background or carrier of the hot spots and focuses of current politics. The knowledge network system of these two parts is equivalent to a comprehensive study and understanding of the geographical environment, political situation, economic development, cultural characteristics, international relations and existing problems in a certain area or time period. When constructing these four knowledge network systems, students are not only required to implement the basic knowledge one by one, but also to be familiar with it through continuous operation, drills and exchanges when constructing different levels of knowledge systems. At the same time, all thinking abilities should be activated and promoted in the process of construction to make the knowledge system flexible. For example, sorting directly trains students' generalization ability, because the time for the college entrance examination is limited. In order to get the highest score, students only answer the main points and refine their opinions, instead of listing the original historical materials without analysis. This requires subtle training, and the knowledge network system itself is training high generalization ability. In addition, some abilities can also be improved, such as the inductive ability to draw conclusions from historical facts and the deductive ability to explain problems from historical facts can be directly improved; The abilities of historical analysis (that is, to comprehensively and dialectically analyze the development and changes of historical things under the historical conditions at that time), comparative analysis (that is, to determine the similarities and differences of historical things, and to seek common ground in similarities and differences) and class analysis (that is, the common methods for qualitative analysis of people and things in class society) can also be developed. Fourth, scientific memory, improve efficiency, middle school history textbooks are numerous and complicated, and historical facts are vast. Time, place, people, events and concepts are intertwined, which is often difficult for students to remember. How can we improve students' memory and consolidate basic knowledge? 1. Associative comparison memory method Without associative comparison, there is no deep memory. Associative comparative memory method is to identify and analyze historical phenomena from various angles and connections, and find out their similarities and differences for memory. Associative comparison can be compared vertically: by comparing the contents of treaty of nanking, treaty of shimonoseki and The Treaty of Sorrow and Ugliness, we can realize how China society gradually became a semi-colonial and semi-feudal society. Associative comparison can also be compared horizontally: by comparing the Reform Movement of 1898 in China and Meiji Restoration in Japan, it is not only convenient to remember the historical knowledge of the two changes, but also to find out the reasons for the success of Meiji Restoration in Japan and the failure of the Reform Movement of 1898 in China. Associative comparative memory not only enables us to acquire knowledge skillfully, but also helps to cultivate our thinking ability. 2, centralized memory method Centralized memory method is to grasp the main content of historical knowledge, buckle keywords, and condense and compress complex and diverse memory materials for memory. For example, the content of China's modern history in the new curriculum can be condensed and summarized, and its knowledge framework can be memorized skillfully: one nature (semi-colonial and semi-feudal society), two pairs of contradictions (contradiction between foreign capitalism and the Chinese nation, contradiction between feudalism and the masses of the people), three lines (humiliation history, anti-Japanese war history and exploration history) and four classes (peasant class, landlord class, proletariat and bourgeoisie). Five ideological trends (feudal autocracy, egalitarianism, constitutional monarchy and democratic socialism), six major forces (Britain, France, the United States, Russia, Japan and Germany) and seven major treaties (treaty of nanking, Tianjin Treaty, Beijing Treaty, Sino-French New Testament, treaty of shimonoseki, Xin Chou Treaty). Nine major movements (Taiping Heavenly Kingdom Movement, Westernization Movement, Reform Movement, Boxer Movement, Revolution of 1911, New Culture Movement, May 4th Movement, May 30th Movement and December 9th Movement) and ten major wars (Opium War, Second Opium War, Sino-French War, Sino-Japanese War of 1894-1895, Eight-Nation Alliance's invasion of China, national protection war and the first revolutionary civil war). The advantage of centralized memory method is to increase the capacity of the brain for knowledge and information, reduce the learning burden, and have a wide range of applications. But the concentrated part should be the essence 3, repeated memory method Confucius said: "Review the old and learn new." Review is one of the important means to consolidate knowledge. In teaching, teachers should: first, guide students to grasp key points, overcome difficulties, and repeatedly emphasize historical factors in class. Create various conditions, so that the time, place, people, content, nature, significance, cause and effect of the event are firmly imprinted on students' minds. Second, after-class exercises require students to briefly describe what they have learned in class in their own language, and fully answer the questions behind the text and the questions raised by the teacher according to the contents of the textbook. Third, unit exercises, that is, unit review for students, focusing on some teaching materials. Enable students to further deepen their understanding of teaching materials and consolidate their knowledge. Fourth, comprehensive training is a comprehensive review and training for students after the teaching of a certain dynastic history. The purpose is to let students know the basic clues of historical development. Summarize, compare, analyze and evaluate important historical events and historical figures from the perspective of historical materialism, and further enhance students' ability to remember, express, observe and analyze problems. In short, there are many ways to help students master basic knowledge, which should be used flexibly in teaching. They must not be the same, there is only one goal. That is to let students understand and consolidate what they have learned in the most convenient way and improve the teaching effect.