1. To prepare high school history subjective questions, we must start from the following two aspects

(1) Question review:

Train the question review and information extraction abilities Cultivation combined. Because the question review itself is also a process of extracting information. In the question review training, we emphasize review time, location, keywords, prompts, material sources, and review questions (questions raised based on the materials, these questions can sometimes in turn provide prompts), all of which can be used to train people to extract information. Basic methods of ability. When reading materials, you must not only read the text or the main body of the data and pictures in the table, but also read the prompts (including prompts in the table and prompts outside the table), notes, material sources, punctuation marks, background of the pictures, etc. Don’t miss any details; it is necessary to consider explicit information, but also pay attention to analyzing implicit information in conjunction with the knowledge learned; it is necessary to make key breakthroughs while taking into account the overall situation. When reviewing questions, you must grasp "one, two, and three":

"One" refers to "a premise", that is, "understand and thoroughly read the materials (especially charts and data)", and the main concepts must be clear. Explain the main issues, and then figure out how the icons and data show the concepts and illustrate the problems.

"Two" refers to the "two principles", namely "fully obtaining and utilizing effective information" and "based on materials and contacting textbooks". The first is to "fully obtain and utilize effective information." The so-called "effective information" refers to the content related to the question, which is often the center or theme of the material. If valid information is not found, the requirements of the question cannot be completed well and the score will be affected. The second is "based on materials and contacting textbooks". The perspective of the problem presented by the materials is not necessarily exactly the same as that of the textbook. For example, for a certain historical event, the textbook may mainly describe its positive side, while the material may show its limitations. It is necessary to contact the textbook, and the material reflected The content is linked to the relevant knowledge learned in the textbook, and the knowledge and viewpoints learned are used to comment and analyze.

"Three" refers to the "three steps" in constructing the answer to the question. That is, "first look" to see how many questions there are; "second search" to find out the topics (or items) and constraints in the questions; "three answers" to organize answers according to the questions. When organizing answers, it is best to use "serialization", such as: ①②.

(2) Answer according to the set questions:

During the exam, many students often answer the questions without clearly setting the questions, so they often lose points by missing answers. There are generally four types of non-choice questions: one is "Answer based on the materials." Generally, questions can be asked based on one paragraph of material or several paragraphs of material. The answer to this kind of question can generally be obtained directly or indirectly from the material. For this kind of test questions, candidates can find out the materials one by one according to the score value and summarize them appropriately. Generally, one point is worth one point, and there is no need to elaborate; the second is to "answer based on (or combined with) the materials and the knowledge learned." Generally, there are two types of questions: questions based on a piece of material and the knowledge learned, and questions based on several pieces of material and knowledge learned. These questions and answers cannot all be derived from the materials, and part of the answers must be answered based on the relevant knowledge learned. Candidates must determine the scope of knowledge to be tested based on the time and keywords in the material, and then answer based on this part of the knowledge. The third is "Answer based on the above materials and questions." This way of asking questions treats everything involved in the material as valid information. It not only provides a direction for thinking about the question, but also sets up a new situation. Understanding and grasping the material well is the key to answering. The fourth is "Answer based on the knowledge you have learned." This way of asking questions is to explore the answers to the questions based on the knowledge you have learned. In such questions, the materials only serve to create situations, and the questions must be answered based entirely on the knowledge learned.

According to the "five-character formula" for asking and answering questions - narration, discussion, analysis, comparison and evaluation

"Shu" means narration. When answering questions, they are generally expressed in chronological order and causal relationships, but it should be noted that: (1) The knowledge points required by the question must be involved, and do not need to be expanded, and cannot be omitted. (2) For those with strong generalization and large time span, the historical stages should be divided first, and then the questions should be answered according to stages.

"Discussion" means argument. Argumentation should first determine whether the viewpoints and topics are correct or not. There are two standards: one is the practical standard, and the other is the theoretical standard. An argument must present facts and make sense. First, it must use sufficient facts to prove the correctness or error of opinions and propositions, and then make corresponding explanations, conclusions or summaries. The answer to the question emphasizes that the listing of historical facts must be sufficient, comprehensive and convincing.

"Analysis" means analysis. Generally, you need to answer "what" first, and then answer "why" on this basis.

Candidates are required to use the perspective of dialectical materialism to place historical phenomena, time, and historical figures in specific historical environments and conditions to analyze their causes and backgrounds, reveal the essence of things, understand the laws of historical development, and summarize the historical role, influence, and status, thereby drawing on historical experience and lessons.

"Bi" means comparison. For questions with comparative items, you can make comparisons as required; for questions without clear comparison items, many candidates often don't know what to compare and how to compare, and they have no way of answering the questions. Mastering the following methods and principles will enable you to make a more complete comparison.

Method: Center on one event or character, list related items; then compare with another.

Principles: (1) Compare the causes, background, historical conditions and purposes of historical phenomena. (2) Compare the content, characteristics, features, nature, and essence of historical phenomena. (3) Compare the reasons for the success or failure of things, historical role, status, influence, experience and lessons, etc.

"Comment" means review, evaluation, analysis, etc. If you want to make correct comments, you must do the following: (1) Use the method of dialectical materialism to look at the problem. (2) The viewpoint and position of the comment issue must be correct. (3) Comments should be based on facts.

2. Reasons for errors in answering questions and countermeasures

The main problems existing in students' examinations are:

1. Weak ability to review questions and incomplete information extraction. The extracted information is inaccurate, invalid information cannot be eliminated, etc. Reading materials is not calm and careful enough, and no usable information is found in the panic, especially for chart questions. Such mistakes often occur, and loss of points is very common. As long as you read the material thoroughly and understand it clearly during reading, you will be guaranteed to answer the questions correctly and completely.

2. The information provided by the materials cannot be combined with textbook learning. Only textbook knowledge or only material information can be used to answer questions. The two cannot complement each other, resulting in insufficient dialectical thinking and incomplete answers.

3. Answer the question incorrectly or omit knowledge points. When answering questions, you should pay attention to the questions. If there are several questions, answer a few questions. One question and one answer should be clear in level. Don't answer several questions together. You must know that marks are awarded for each question separately.

4. Wrong viewpoints and wrong stances can lead to large deviations in answers. Common mistakes are: not seeking truth from facts, and looking at historical events and figures according to the current social situation and consciousness. Instead of evaluating things objectively according to the laws of historical development, we evaluate things based on personal feelings and subjective assumptions.

5. The answers to the questions are poorly targeted, rambling, and irrelevant. Therefore, when answering the question, you must carefully read the question requirements, answer whatever is asked, stick closely to the question, and answer step by step.

6. Empty arguments, lack of historical evidence, or only list historical facts without comments. Do not answer questions by presenting only historical facts without reasoning, and do not talk about theory without historical facts as a basis.

7. The discussion is messy and disorderly. The way to overcome this is to answer the questions in order. In the process of answering each question, either in chronological order, in the order of cause and effect relationships, or in the order of logical relationships, the logic must be rigorous, the levels clear, the regulations clear, and the sentences smooth and coherent.

8. The writing is illegible, making it difficult for the grader to read. Therefore, you must write neatly in your answers.

3. Guidance on answering standardized questions in the history of the College Entrance Examination

Answering questions focuses on the correctness of the knowledge of the answers. However, after every exam, candidates always complain that the marking is unfair and they cannot get the correct answers. to full marks. In fact, the reason is very simple. You ignored the "beauty" of the external form of the answer, lacked affinity and rigor, and could not conquer the "judge" who marked the exam. The "four in place" approach to exams can effectively solve exam score losses caused by non-intellectual factors.

(1). Write in place.

It is required to write in regular script or regular script, not in cursive. One stroke at a time, fewer consecutive strokes, neat and clear, natural and pleasing to the eye; the use of pen and ink is also very important. The college entrance examination requires 0.5 mm black signature pen, so the usual question training should be as close as possible to the college entrance examination requirements. Do not use pencils, blue-black ink with too low brightness, and blue-black ballpoint pens. Objective questions are currently answered with cards. We should choose qualified ones in training. Use the 2B pencil to smudge, so that you can master the characteristics of this pencil well, so as to avoid unfavorable phenomena such as broken pencil lead and too light or too heavy smearing in the examination room; you must not make any wrong words in the examination writing, otherwise it will cause serious consequences. Disturbing the scenery and affecting the grader's impression of you.

(2). The format is in place.

The format of writing in the liberal arts is unified, and the composition format in the Chinese examination should be applied to the answers in the history subject. The answer should be divided into paragraphs. Each natural paragraph must have two blank spaces at the beginning. If a line of text is endless, it should be continued in the top frame. It cannot be like making tofu, with a big boxy block and no clue; the lines in each paragraph should be even and generous. , the punctuation marks must also be accurate and clear, and you cannot only use "dot" symbols from beginning to end; at the same time, the other extreme is also wrong: some students divide the answer to a question into eight or ten paragraphs without thinking, " "Tofu cubes" became "noodles", which is obviously a manifestation of logical confusion.

(3). The level is in place. Hierarchy is the order of speech and composition content, and having adequate hierarchies is the prerequisite for correct segmentation. There are always important clues to the answer to each question. 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 carried out according to cause and effect. Argument from factors to conclusion. We should identify the main clues suitable for the topic, and sort out several aspects of the first level based on the clues. If there are several of these aspects, we will use several parallel natural paragraphs to explain them. Generally speaking, within the first level (or each natural segment), you only need to summarize the key points of knowledge, and there is no need to refine the third and fourth levels into more natural segments.

(4). The language is in place.

For example, the Opium War specifically refers to the First Opium War and cannot be understood as the two Opium Wars. Therefore, when answering questions in history subject examinations, you cannot make up your own historical terms, nor use oral language, literary language, or even rhetorical techniques. It is necessary to fully respect the seriousness and scientific nature of the language of the history subject, and use the standard concepts in the textbooks and the correct viewpoints of the teachers when explaining to explain historical facts, analyze historical materials, and evaluate characters. At the same time, the text should be concise and the language should be concise.

4. Suggestions from the college entrance examination marking teacher

Candidates taking the college entrance examination must not only fight against their own psychology, but also pay attention to formulating strategies that are consistent with the psychology of the college entrance examination marking teacher. countermeasures. Because grading is directly related to the candidate's score, it is an indispensable key to the candidate's high score in the college entrance examination.

1. Give the grading teacher a good first impression

The grading work is a heavy task. In addition to ensuring the quality of the grading, the grading speed has a decisive impact on the completion of the grading task. If some candidates give long-winded and mixed answers, it will leave a bad impression on the marking teacher and think that you may not understand well, thus affecting your score. In order for the marking teacher to have a good first impression, in addition to making the paper neat and tidy, the handwriting must be neat and comfortable to read, and the following points must be paid attention to when answering questions:

(1) The answer is keyed. In order to improve the speed, in the actual marking operation, marking teachers generally only focus on "keywords" and only "look" or "look" at the students' answers rather than "read" or "read" them. Under normal circumstances, the marking teacher signs (except for the first signed full name, the rest only sign the last name), while browsing the candidates' answers, preparing to turn the page, and writing the score of the changed question while doing the above actions. Therefore, your answer must not be like writing a composition, with long paragraphs written in one go, and a thousand words written without getting to the point. Your answer should be "three-dimensional": paragraphed, serialized, and key points. If a question is asked more than once, you should ask and answer each question, divide the answer to each question into different paragraphs, and briefly indicate what question you are answering before each paragraph. Never answer several questions together; If there is more than one answer to a question, you should divide the answer into several small points and put a serial number in front of each point, such as (1)(2)(3)...①②③...or abc...; If the space of the test paper allows, it is best to arrange these serial numbers up and down and align them along the left side so that the marking teacher can see them clearly at a glance.

(2) The key points of the answer should be eye-catching. Some candidates write a lot of words when organizing their answers, or even write long essays, but they fail to get to the point and miss the "score points". You should summarize the key words for each meaning of your answer, and try to put the key words "key points" at the front as much as possible, and then explain. As mentioned before, when correcting the test, the marking teacher only looks at the "keywords". If your "keywords" are written too "hidden", the marking teacher will not see them at a "momentary glance" , you are very likely to lose the points you should have earned.

"Put the gold in the most eye-catching position for the teacher", "Put the scoring points as the captain and stand at the front of the team". It is difficult for the teacher to not give you points when correcting the paper.

(3) Reasonably arrange the space for answering questions. When some students write their answers, they are used to writing from the middle of the space provided and writing to the end or even within the sealing line. The sealing line must be "sealed" so that the marking teacher cannot see it at all. If the answer is written within the sealing line, not only will the text within the sealing line be invalid, but the text exposed outside the sealing line will be missing the second half of the line and the sentence will not make sense, making it very difficult to give points. Due to lack of space, some students wrote in smaller and smaller fonts in the last few lines; or they drew a big arrow from the end of the answer to the left, and continued to add answers, which gave the teacher a very bad impression, and the teacher even gave him points. Very "harsh" on you. Therefore, when organizing answers, you should try to start from the left as soon as you write, leaving the space on the right. If it is not used up, you can leave it empty; if inspiration comes back during the examination, you can continue to add good points when you think of them.

2． Answer the skills and level to satisfy people and score more points

The score for subjective questions depends on two factors. One is the key points of the answers written by the candidates, and the other is the impression of the marking teacher. Here In addition to the first impression mentioned above, teachers also have information about whether the candidate is an excellent student or an unsatisfactory student through the answers written by the candidate. These impressions directly affect the flexible score. The scores for subjective questions are generally flexible. In order to facilitate the operation, each marking teacher has the right to make a decision within 1 point for each question. Therefore, if you want to get this 1 point, you must satisfy the marking teacher (if There are many subjective test questions, which add up to several points, so they should be taken seriously). In order to score as many points as possible, in addition to doing the following points in Strategy 1, you must also do the following:

(1) The key points of the answer must be comprehensive. When grading the paper, "take points and give points", that is, compare the standard answers with your answers, and add several "score points" to give points to several corresponding key points. At the grading point, it is generally necessary to formulate a more detailed scoring rubric, such as synonym replacement, new key points, etc. To get more points, your answer must contain more "key points". In order to achieve this, the principle of "more is better" can be appropriately adopted in answering questions. Note that "the more the better" here refers to more "key points" rather than more "words". Of course, if there are more "key points", the number of "words" may increase accordingly, but it is by no means a long article. For example, regarding the issue of "maintaining the status quo" or "rebuilding" the Old Summer Palace, you are asked to choose an opinion and give reasons. Your answer should be to give as many reasons as possible (more bullet points), rather than describing one of the reasons as fully as possible (more words). Because when correcting the paper, what the teacher looks at is that you gave several reasonable reasons - each reason has a fixed score; if you only elaborate on a certain reason, no matter how thorough your argument is, you can only give One point. So, without knowing the exact answer, your answer should contain as many points as possible.

(2)The answer content is "breadth first, depth second". As mentioned above, when marking papers, "points are given based on points" instead of points based on depth (at most 1 point is added for depth, which is not available to ordinary candidates). For example, in Question 37 of the 2005 National Literature Comprehensive Paper I, "Brief evaluation of the historical role of nationalism," when marking the paper, anyone who knows that "one is divided into two" can get 4 points first; a little explanation of the positive and negative roles, You can get 10 points. If you only answer one of the positive or negative aspects, no matter how detailed the reasons are, the scoring details will say "a maximum of 6 points will be given." In actual practice, marking teachers generally do not add scores arbitrarily in addition to standard answers and scoring rules; instead, as long as the answers are comprehensive, the ideas are broad, and as long as they include "key points", teachers are very tolerant of the explanations. For example, as long as the positive and negative effects of this question are explained, even if the explanation is not accurate and comprehensive enough, according to the grading principle of "give as many points as possible", full marks or most points will generally be given. Therefore, when organizing answers, "breadth" is more important than "depth".

3. Answer according to points and score with confidence

(1) Answer how much content is worth the points. Some students may ask, when faced with a question, how much of the answer is considered “just right”? The answer is "you get what you pay for" and "how many points you give, how much content you answer". Each small question in the college entrance examination paper is marked with a corresponding score. A question marked with a score of 10 points must have more content to answer than a question marked with a score of 4 points.

Based on experience in recent years, each point is generally worth 1-2 points. However, one thing you must be aware of is that the key points of your answer may not be completely consistent with the standard answer. Therefore, the answers you organize should be as detailed as possible. If you think of the answers you organize as a mathematical "set", then your "set" must contain more "elements (scoring points)". The grading is actually Find the "intersection" of your "set" and the standard answer "set". If the standard answer is compared to a "fish", your organization's answer should be a "fish net". In order to catch more "fish", shouldn't your "fish net" be appropriately larger?

(2) Do not cross out the words written on the test paper easily. Someone once described the work of correcting papers for the college entrance examination as "finding the right among the mistakes", but in fact it is not an exaggeration at all. The marking teacher is "quite" tolerant. As long as your answer has points, and as long as your answer can be "discovered" by the teacher, the teacher will give you points. Whether you know the content of the test questions or not, you must dare to answer them. Generally, don't cross out your answers if they are wrong, because the wrong part will not affect your score for the correct part. What's more, the answer you think is wrong may also contain "score points". The marking teacher is here to "give points", not to "deduct points". As long as your answer has points, you will not be "implicated" for previous mistakes. Even if you are very unfamiliar with a certain question, you should try to answer as many points as possible, because the marking teacher is very cautious in giving 0 points; not to mention that each marking teacher has the right to make a decision within 1 point, as long as the answer is not too outrageous , usually give some points.

I hope the above content can be helpful to you!