全国卷形势下山东历史学科备考策略分析[范文]

 摘要

从2016年开始，考生停止使用了九年的山东卷文综，改用全国卷Ⅰ。与山东卷相比，全国卷Ⅰ在题量、分值、题型上有很大的不同，在具体的考试内容和能力要求方面也有很大的差别，这些差异对教师和学生都是不小的挑战。

根据本人具体教学实践经验并吸取其他教师经验，尝试对这一问题进行探讨。具体建议山东教师从平时教学与高三复习两方面入手：平时教学要可以适当选择合适的历年高考真题应用到平时的教学中，还要重视对比较史学研究方法的训练；历年高考真题是指导高中教学的风向标，在高中教学的各个阶段都可以用到高考真题。但要注意在不同阶段应用高考题的侧重点不同。在高一高二新授课阶段要选择难度系数比较高的题目，一方面加深学生对所学知识的认识，另一方面不能太难，浪费学生的学习时间。在高一高二期末复习阶段可以适当选择一些有难度的题目来巩固本学期的所学知识，复习备考。在系统复习阶段可以适当选择一些有难度的题目来提高学生的思维水平，拓展知识的广度和深度。在平时的教学中，要重视比较史学的方法应用。在新授课和复习阶段，针对学习任务的不同，选择合适的角度对历史事件进行比较和分析，务必使学生摆脱孤立思维，建立起历史事件之间的横向联系和纵向比较。

在高三复习阶段，尤其要注意以下问题：一要重构通史体系，把握历史阶段特征；尤其要注意中西方在重要历史转折时期的阶段特征的归纳总结。二要注意备课资源多元化；教师在备课时不要拘泥于某一个版本的教材，多借鉴和利用不同版本教材丰富教学内容，深化学生对所学知识的认识。三要加强学生规范答题的训练。

Abstract    

Since 2016, the shandong examinee to stop using the nine years of shandong Wen Zong, switch to the roll Ⅰ.Compared with shandong roll, the roll Ⅰ on topic quantity, score, the topic is very different, in terms of specific exam content and ability request also has the very big difference, these differences is a big challenge for teachers and students.

According to my experience from other teachers and specific teaching practice, try to discuss this problem.Specific Suggestions of shandong teachers from the two aspects of teaching and three usual review: teaching should pay special attention to calendar year the university entrance exam questions, in the teaching, the application of more should attach great importance to the training of the comparative historical research method;Calendar year the university entrance exam questions, is an indicator of high school teaching, teaching in high school all stages can use the university entrance exam questions.But pay attention to the application in different stages of the university entrance exam question of different emphasis.Teaching in higher Gao Erxin stage to choose a topic of difficulty coefficient is higher, on the one hand, deepen students' understanding of knowledge, not too hard on the other hand, waste of student's study time.In high school the final review stage can choose appropriate some difficult questions to consolidate the knowledge in this semester, review the reference appendix.

Review stage in the system can choose appropriate some difficult questions to improve the level of students' thought and expand the breadth and depth of knowledge.In the usual teaching, should attach great importance to the methods of comparison historiography.In the new stage in the lecture and recitation, in view of the different learning tasks, select the appropriate point of comparison and analysis of historical events, it is important to make students get rid of the isolated thinking, establish contact transverse and longitudinal comparison between historical events.In the third year review stage, pay particular attention to the following problems: a system to reconstruct history, grasping of the features of the historical stage;Pay particular attention to Chinese and western in the important historical turning period of the phase characteristics of generalizations.Second, we must pay attention to preparing resource diversity;When teachers in preparing don't stick to one version of the teaching material, more reference and rich teaching contents by using different versions of textbooks, deepen students' understanding of knowledge.Third, we need to strengthen the training of the students standard answer.Writing to specification and seriously;Formally asked the students to the serial number, prompt, paragraphs;The specification content at the same time, reasonable arrangement of each response is courtesy of time.

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