Some suggestions for the second round of review of senior high school politics

The second round of review is a stage of comprehensive improvement. Its basic principles are: review of special topics, develop abilities, strengthen training, consolidate and improve . The main measures and methods for the second round of review are: first, to do a good job in reviewing knowledge topics, secondly, to do a good job in reviewing hot topics in current affairs, and thirdly, to strengthen targeted training and improve the ability to solve questions. In the review of the two topics, the review of knowledge topics is the main content of the second round of review, and the focus should be on mastering basic knowledge. However, the review of current political hot topics cannot be ignored. This is an important link in improving the performance of the political college entrance examination. The review of these two topics must be done with both hands.

1. Do a good job in review of knowledge topics and continue to pay close attention to basic knowledge

(1) Lay a solid foundation, integrate knowledge, and build a system.

The second round of review is not a second review and must not be a simple repetition. The first round of review focuses on memorizing and understanding basic knowledge to achieve proficiency. The focus of the second round of review is on the systematic and comprehensive nature of basic knowledge, so as to be able to integrate knowledge, comprehensively apply knowledge to analyze and solve problems. After the first round of review, the knowledge mastered by students is not systematic and comprehensive enough. The second round of review should focus on solving this problem.

The knowledge system is divided into a large system and a small system. The large system is a knowledge system constructed by integrating the teaching material content. It is mainly formed according to the structure of units and courses. The small system is built based on the internal connection between the knowledge of the test points. We should build more small systems during review, let students master more small systems, and then integrate many small systems into a large system. Students should be allowed to grasp every knowledge point in the knowledge system, so as to "have the macro in mind, the micro in mind, and a comprehensive understanding." Only in this way can students correctly apply knowledge according to the questions asked in the college entrance examination, integrate knowledge from multiple angles and levels, transfer knowledge flexibly, and analyze and solve practical problems in the situational problems stipulated in the questions.

For example, knowledge topic: "Resources and Resource Allocation"

(1) Establish a correct view of resources:

(1) Natural resources: exhaustible and non- Exhaustible - recycling of resources; (2) Human resources are the first resource; (3) Culture is an important resource; (4) The environment is a scarce public resource.

(2) Achieve optimal allocation of resources

(1) Give full play to the basic role of market regulation, do a good job in national macro-control, and organically structure market regulation and national macro-control.

(2) Make full use of the three development drivers of technological innovation, deepening reform and expanding opening up. Promote the transformation of the economic development model through technological innovation and the adoption of advanced technology; eliminate institutional obstacles that restrict the optimal allocation of resources by deepening reforms; make full use of the international market and international resources by expanding opening up, and promote resource optimization on a wider scale configuration.

(3) Correctly handle the four links of production, distribution, exchange and consumption and their interrelationships. In the production link, by adjusting and optimizing the industrial structure; in the distribution link, by improving the distribution incentive mechanism, using fiscal and taxation and other means; in the exchange link, by building a complete market system, improving market regulations, expanding import and export trade, etc.; in the consumption link, by In this link, by initiating consumption, expanding domestic demand, and guiding rational consumption, it is conducive to realizing the optimal allocation of resources.

(2) Focus on reviewing the main knowledge. The focus of the first round of review is to grasp basic knowledge, and the focus of the second round of review is still to grasp basic knowledge. This is the basic principle of review in preparation for the college entrance examination, and must be adhered to without hesitation. The second round of review time is short, and it is impossible to review each lesson, section, and box question one by one like the first round of review. The knowledge scope is from edge to edge, leaving no gaps. The second round of review should highlight the main knowledge. The college entrance examination questions are mainly aimed at testing the main knowledge of the subject. One is to test the students' proficiency (including memory and understanding), and the other is to test the students' ability to comprehensively apply the main knowledge.

Backbone knowledge includes two aspects. On the one hand, it is the backbone knowledge from the perspective of teaching materials, that is, the important concepts, basic theoretical perspectives and important principles of the teaching materials. On the other hand, it is the backbone knowledge from the perspective of social hot spots. Any basic knowledge that can be combined with hot issues in economics, politics, culture and social life is the backbone knowledge that should be mastered. Teachers should combine the test points specified in the "Examination Syllabus" and use the textbook as a basis to find out the main knowledge of the textbook and the main knowledge related to social hot issues, determine the main knowledge of each lesson, and clarify the main knowledge on this basis. Level requirements. For the main knowledge, students should be able to memorize it by heart and recite it fluently on the basis of understanding.

When you are basically familiar with the textbooks, it is necessary to reintegrate the textbook knowledge around new issues and new situations, and conduct the necessary splitting, processing and reorganization of the knowledge for the purpose of understanding hot spots and solving problems. Summarize textbook theories based on hot topics, break the original order and framework structure of textbooks, optimize the combination of textbook knowledge, select the angle that is most conducive to the application of this knowledge, sort out knowledge across frames, sections, classes, and even knowledge systems, and combine hot topics with Carry out "three-dimensional" review of main knowledge.

(3) Pay attention to teaching materials and focus on the outline.

The so-called "grasping the outline" means to "understand" the "Exam Syllabus" and exam instructions. The so-called "Wu Ben" means paying attention to textbooks.

Judging from the college entrance examination political test questions in recent years, no matter how new the content is or how flexible the form is, the fulcrum of knowledge can be found in the textbooks. This means that "the questions are outside the book, the theory is in the book", and all test questions are textbooks The deepening, expansion and advancement of knowledge.

In review classes, be sure not to abandon textbook review. No matter how good the study plan or review outline is, it cannot replace the textbook. When exploring problems and analyzing topics, the knowledge used must be returned to the teaching materials, rely on the teaching materials, and "find the roots" in the teaching materials. When contacting social hot spots, it is necessary to make it clear that textbook knowledge is a "tool" for understanding real hot issues. We should also "find the roots" of hot issues in textbooks, find out the points of connection with the teaching materials, and use the theoretical knowledge in textbooks to analyze and explain the hot spots. question. In short, the most basic strategy in review is to be familiar with the teaching materials, master the teaching materials, and adapt to the ever-changing changes of the college entrance examination with solid and proficient basic knowledge. Especially in the later review period, we should return to the textbooks.

2. Do a good job in reviewing hot topics on current affairs and strengthen the integration of theory with practice

(1) Identify social hot spots and form hot topics. When reviewing current affairs topics, attention should be paid to selecting topics that are representative, targeted, and typical, and should not be too numerous or too complex. Some hot social issues are suitable for subjective test questions, and some are only suitable for multiple-choice questions. You must be selective and focused. Those that are suitable for subjective test questions should be reviewed more intensively and form hot topics. Those that are suitable for multiple-choice questions should take less time and can be completed until the end. Two points should be paid attention to when choosing social hot topics. First, they are the current major policies of the party and the country or major hot issues in political, economic, and social life; second, they are issues that can be combined with and closely related to the basic knowledge of the textbook.

For example: issues such as improving the level of macro-control in my country's economic construction, maintaining stable and rapid economic development, accelerating the transformation of economic development methods, building a resource-saving, environment-friendly society and building a harmonious society, scientific and technological progress issues related to building an innovative country, increasing efforts to coordinate urban and rural development and solving problems for farmers, rural areas, and agriculture, social security issues, distribution system reform issues, the role of consumption in economic development and how to expand consumption issues, and efforts to protect and improve people's livelihood , making every effort to maintain social stability, vigorously develop a low-carbon economy, revitalize the cultural industry, deepen the reform of the economic system and expand opening to the outside world, respond to the international financial crisis, the achievements of the 60th anniversary of the National Day, etc., as well as the creation of a blue economy in our province District, develop the Yellow River Delta, etc. These are key issues in our country's economic, political, and social life. Whether they are solved or not is directly related to the survival and development of our country, and they directly restrict the solution of various other problems.

(2) Hot topics should be refined, standardized and effective. Don’t have too many topics on hot current affairs, generally no more than 10. It is not advisable to explain hot topics in too much detail. Teachers should give an overall introduction to the background materials of the hot spots, explaining the important significance, general outline, typical cases, and key words, so that students can understand the full picture of the hot spots in a simple way in a short period of time. The hot topic materials distributed to students should also be concise, clear in context, set questions, and implement key points. This is conducive to students' memory and mastery. If the content of hot topics given to students is complex, too many and too detailed, students will have a fear of difficulties and affect their learning results.

(3) Keywords in current political hot topics should be implemented so that students can remember them firmly. The answers to subjective test questions mainly combine the knowledge of textbooks and hot social issues to organize the key points of the answers. Teachers should focus on and repeatedly emphasize some authoritative, classic, core, and representative key words in central documents or national leaders’ speeches in current political hot topics, and they must let students strengthen their memory. During the college entrance examination marking, as long as candidates answer these key words in relevant questions, they will become the highlight of the answer and will receive corresponding scores.

3. Pay attention to classroom teaching and improve the efficiency of review classes

The second round of review classes should "adhere to the five main principles", that is: teachers are the leader, students are the main body, and questions are the main body. The main axis, thinking is the main attack, and training is the main line. Among them, the first two are the form of the review course, the middle two are the content, and the last one is the method. To implement "problems as the main axis and thinking as the main focus", it is necessary to problematize the classroom, which is essentially a topic-oriented classroom.

(1) Review lessons should be based on the topics to improve students’ test-taking ability. There are three main types of review classes in the second round, namely, knowledge topic review classes; hot topic review classes; and test paper review classes. In order to improve the effectiveness of review and improve students' test-taking ability, these three types of review lessons must be implemented on the questions, integrating the exploration of questions and the review of knowledge.

——Knowledge topic courses should be implemented according to the topic. According to the practice in advanced areas of the college entrance examination, the process of knowledge review courses is generally: ① clarify the test points; ② form a knowledge system based on the test points related to the textbook; ③ check and question the students' memory and understanding of the main knowledge. ④Each main knowledge is implemented into 1-3 college entrance examination questions or classic questions. Through teacher-student interaction, they jointly explore and analyze college entrance examination example questions to implement and consolidate knowledge, so that students can become familiar with the characteristics of college entrance examination questions and learn to review and analyze questions. Methods and techniques for answering questions, and improve the ability to review and answer questions. Then review the next main knowledge and quote 1-3 college entrance examination example questions. The handling of example questions does not just rely on the teacher's explanation, but guides students to think and discuss, and then questions students, guiding students to construct answer key points.

⑤Finally, some training questions will be given based on the knowledge topics reviewed in this class for students to complete after class.

——Hot topic courses must also implement topics. The process of a hot topic course is generally: ①Introduce the macro background of the hot topic; ②List several cases or situational materials that reflect the content of the hot topic and raise situational questions; ③Teachers and students discuss the knowledge construction to solve the problem; ④Discuss and analyze the methods of solving the problem Key points of the answer; ⑤ Try to answer the question from different angles and levels. Using this method, a hot topic in current affairs can be solved in one class.

——The explanation and evaluation of test questions should also be carried out on the questions. The test paper review class does not cover questions that most students know well, but only deals with questions that students get wrong. Each wrong question asks students why they chose or answered incorrectly. From the reasons why students made mistakes, we can understand students' knowledge or ability deficiencies, and then the teacher provides targeted guidance and explanations. Finally, add some questions similar to the wrong questions for students to practice. After class, students are asked to only do their own wrong questions and hand in homework, so that every exam or training will enable students to complete "high-scoring papers."

Lectures and evaluations must not simply correct answers and correct mistakes, but focus on analyzing typical mistakes and summarizing the ideas and methods of answering questions so that students can "correct one question and solve one type of question." . The lectures and evaluations can be carried out according to the following procedures:

"Find out the students' background - analyze and organize - classify wrong questions - select typical wrong examples - analyze the causes of errors - straighten out the regression of knowledge - Forming problem-solving ideas (instructing problem-solving methods and summarizing problem-solving rules) - remedial training - knowledge transfer."

(2) Classroom explanations should be concise and should not be too detailed. Many of our teachers still focus on lecturing in review classes. They spend a lot of time lecturing, and students passively listen to the lectures. In one class, the teacher blindly indoctrinates the students, but the effect is not good, the knowledge cannot be implemented, and the students' explanation of the teacher is like a passing smoke, and there is not much left. Although "full class teaching" has some effects, it is by no means an advanced teaching method. Many of the contents taught are in the textbooks and students have already mastered them. The effect will never be better than asking students to remember more, think more, and move more.

(3) Teachers should spend a certain amount of time in class to check students’ understanding and memory of basic knowledge. This is not only a task for the first round of review, but also an important task for the second round of review. The basic content of the main knowledge must be memorized by the students. In the second stage of review, students are not allowed to read from the textbook when answering questions in class. The teacher must use various methods at any time (such as asking questions, climbing on the blackboard, and writing notes). , collective dictation, collective recitation, fill-in-the-blank questions, etc.) to check the effect of students' memorization. Key sentences on hot issues should also be emphasized and students should be asked to memorize them. In class, we should not only check students' memory, but also check students' understanding of knowledge. An effective way to check students' understanding is to ask students to give examples of this knowledge point. As long as appropriate examples can be given, it means that students have understood. There is no need to waste time explaining it.

(4) Classroom teaching must form teacher-student interaction. The classroom should allow students time to think, and use various methods to make students use their brains, hands, and mouths. Students should be encouraged to take the initiative to ask questions to the teacher in class, stand up (rather than being called) to answer questions, and Organize more students to discuss issues, try to get more students to participate in teaching and become the main body of learning. An efficient classroom must achieve: high intention, high thinking, and high interaction.

(5) Take class notes and ensure students’ implementation. It is necessary to cultivate students' habit of taking class notes. Students' study notes are important materials for review and play a very prominent role. Normative expressions of basic knowledge and hot issues, expressions of supplemented new knowledge, highlights of teachers’ lectures, keywords and classic languages ????of textbook knowledge and social hot issues, blackboard writing of carefully designed knowledge systems, and explanations of topics The key points of the answers and the methods and techniques for reviewing and solving the questions must be urged to be put into the notebooks and reviewed frequently, and finally put into the minds of the students.

4. Strengthen training and improve your ability to answer exam questions

(1) Select test questions. There are two points to note when choosing test questions: one is typical and the other is new. "Typical" mainly introduces college entrance examination questions in recent years for students to practice and familiarize them with the proposition methods and answer requirements of college entrance examination questions. "New" means selecting topics that reflect the latest social hot spots and letting students practice them. This is the most effective way to combine textbook knowledge with hot social issues and improve the review effect. Teachers are encouraged to quote the latest hot materials in a timely manner, create situations, ask questions from multiple angles, and compile original questions.

(2) Training must be time-limited and quantitative. Reading and answering questions are slow, and many students fail to complete the questions, which is an important reason for losing points in the college entrance examination. Whether it is classroom questions or exam training, it must be time-limited and strictly controlled. The purpose is to enable students to improve their answer speed through high-intensity thinking and rapid writing, and adapt to the tense atmosphere of the college entrance examination. The amount of training for one class hour is appropriate to the amount of political questions in the liberal arts comprehensive examination paper. The mock examination must be trained strictly according to the time regulations of the college entrance examination. Papers must be handed in on time without delay.

(3) Strengthen the training of standardized answer questions. Irregular language, sloppy writing, and unclear handwriting are important factors in losing points in the college entrance examination.

Students must keep in mind the wise saying that "details determine success or failure, and standards are scores." Strict requirements must be placed on students in answering questions in a reasonable layout, neat fonts, organized key points, clear levels, use of political terminology, and standard graffiti. This must not be ignored.

(4) Do a good job in reviewing the questions and topics. Unfamiliar with various types of questions in the College Entrance Examination; cannot review questions, does not clarify the intention and requirements of the questions, and does not answer the questions according to the requirements of the questions; is not familiar with the ideas, methods and techniques of answering questions; can read pictures, recognize pictures, and obtain and process data in data charts. Poor information skills, etc., are all important factors for students to lose points in the college entrance examination. Therefore, it is necessary to do a good job in reviewing the question types and topics, and it is best to take a few question types and topics.

Judging from the question stems of college entrance examination questions in recent years, they mainly include: text material questions, data table questions, and graph chart questions. These three forms of questions should be divided into three special topics, and students should be taught the characteristics of the question types, answering methods and techniques based on example questions, and then carry out special training. For example, students are taught how to review questions, how to obtain and interpret effective information from situational materials and questions, how to link test question information with textbook knowledge, how to use knowledge to analyze and solve problems, and how to use classic language on social hot topics and standardized language to Expressions, etc., provide more such guidance so that students can make perfect mistakes and learn by analogy.

(5) Make good use of the "wrong question book" and answer the "full score paper" well. Every student must establish his or her own wrong question book, find out the causes and defects of the mistakes, clarify the standards and specifications, remember them frequently, read them frequently, write them down after the exam, read them before the exam, and memorize them by heart. For questions that were wrongly answered in the monthly and weekly exams, the students will be asked to do it again, and the teacher will correct it again, so that every exam will score high and the students will be confident in themselves.

(6) Do a good job in variation practice. For good questions, we cannot just put them aside after practicing them, and no longer ask about them. We need to use new situational materials, or change the examination angle, change the questions, reform and innovate them, and then let the students practice, so as to draw inferences from one example, thereby cultivating The thoroughness, logic and completeness of students’ thinking.

5. Strengthen research on the college entrance examination and improve the pertinence of review preparations

(1) Pay attention to the research on the "Exam Syllabus" and "Exam Instructions". Teachers must carefully study and interpret the college entrance examination syllabus and its explanations. This is a link that cannot be ignored in review and preparation. First, we must study the “assessment objectives and requirements” stipulated in the examination syllabus. The "assessment objectives" are the ability goals of students, including four aspects: the ability to obtain and interpret information; the ability to mobilize and apply knowledge; the ability to describe and explain things; and the ability to demonstrate and explore issues. These four abilities are divided into three levels respectively, and the examination instructions are very detailed. The teaching and research team must use collective lesson preparation time to make great efforts to study and discuss this issue, study its meaning, study its manifestation in college entrance examination questions, and select or prepare test questions for these four abilities to train students. Second, it is necessary to study the content and scope of the examination to build a knowledge system. It is necessary to study the additions and deletions of the examination syllabus content and adjust the review content. Third, study the sample questions in the exam instructions and do a good job of reviewing the question types and topics.

(2) Try to collect and research college entrance examination information. As the college entrance examination approaches, a large amount of college entrance examination information can be obtained from newspapers, magazines, the Internet, various college entrance examination seminars, and test questions from schools in advanced areas. This information must be carefully researched and filtered to grasp the trends and propositions of the college entrance examination. Use effective information to guide our exam preparation review and enhance the pertinence and effectiveness of our review.

According to the concept of new curriculum reform, the college entrance examination questions under the new curriculum should adhere to the following principles. First, the thematic principle. The setting of the questions is conducive to solving the theme of a certain module or unit. The situational materials provided by the questions are materials that are conducive to solving the theme. On this basis, basic knowledge of economy, politics, culture, and philosophy are integrated to solve the problem. Second, the principle of “three closenesses”. The selection of materials and setting of questions should be close to society, life, and students. Third, focus on the examination of situational issues. The questions are based on the problems in the situational materials. The problems to be solved are the problems in the situation, which are specific and practical problems, rather than big, empty, very broad, and very adult questions. Even the materials and question two skins. Fourth, the content of proposition setting focuses on opinions and value standards. The content and purpose of the test questions should focus on the important viewpoints and value standards in the high school ideological and political course or a certain module, so as to give students the correct value orientation and provide positive guidance in their thoughts and actions. The purpose of the ideological and political course Examination should be more prominent in this regard than in other subjects. Fifth, the principle of contemporary nature. The propositions should reflect the latest style and characteristics of the times, the latest national will and public opinion orientation, and the latest social hot spots and public concerns, rather than being made consistently for several years or even more than ten years, where previous questions are taken over, modified and reused. .

(3) Carefully study the college entrance examination questions in recent years.

First, study the characteristics of comprehensive examination questions in the national and provincial college entrance examinations in the past three years, and enhance the pertinence of propositions, topic selection, and practice. For example, in the past three years, comprehensive non-choice questions on essays have provided specific hot materials, created new situations, raised situational questions, and required students to answer them in the macro context of hot social issues. This kind of "small incision" question, which uses a small perspective and specific examples to reflect the big spirit of the times and requirements, is a typical feature of college entrance examination questions.

The situational materials of some topics may not seem to be hot topics, but upon careful analysis, they are implicitly involved in hot issues, and they still reflect the larger hot-spot background of the times.

The second is to study the various question types, question setting methods, and logical thinking methods for organizing answers in the college entrance examination questions in the past three years, and strengthen the guidance of question review and problem solving methods. We should combine the reference answers, carefully study the thinking style of the question-answers, master the problem-solving methods of different types of questions, and conduct targeted training. Judging from the reference answers to the comprehensive essay questions, the answers mainly consist of two parts. One is textbook knowledge, and the other is material information. The two must be organically combined. The tests are all about core knowledge and basic knowledge, and they are not biased at all. Candidates often fail to grasp important scoring points. You must use enough materials. The more you use them, the more points you will get. It should be especially noted that the information in the materials is sometimes an integral part of the answer. It can be said that the utilization rate of materials is directly proportional to the score rate. This is a rule of thumb for getting high scores when doing non-choice questions. You must know how to "move mountains" and make full use of materials. Train students to learn to connect the effective information (key sentences and words) provided by the materials with textbook knowledge, find relevant knowledge points, and organize answer key points.