撰写CCTV News:According to the Education Examinations Institute of the Ministry of Education, the national volume of the history of the college entrance examination in 2023 was integrated into the spirit of the Party’s 20th Congress, the fundamental task of educating people by virtue of virtue was implemented, and the function of educating people by discipline was brought into play. In the period when the new and old college entrance examinations are in parallel and the new and old curriculum standards alternate, we should pay attention to the strict implementation of the examination according to the standards, the structure of the examination paper is balanced, the quantity and difficulty of the questions are moderate, and the situation of the examination questions is friendly and plain, which lays a good foundation for steadily promoting the reform of the college entrance examination content.
One,Integrating the Spirit of the 20th Party Congress and Constructing the Examination System of "Five History"
1.Promote the further deepening of the party history examination.
The Party’s Report to the 20th CPC National Congress proposed to fully implement the Supreme Leader’s Socialism with Chinese characteristics Thought in the new era and carry forward the great spirit of party building. Examining students’ party history accomplishment is an inevitable requirement to implement the fundamental task of cultivating people by virtue and to guide students to know history, love the party and love their country. The college entrance examination questions select materials from the rich educational resources contained in the history of the Party, and guide students to realize the theoretical consciousness of the Communist Party of China (CPC) people in applying Marxism to solve the problems of revolution, construction and reform in China, and draw ideological nutrients from it to strengthen their historical confidence. For example, the 41st question in Volume B of Wen Zong selects the different documents of the Communist Party of China (CPC), the Kuomintang government and the United States on the issue of Japan’s surrender to China, asking students to compare the attitudes and substantive differences of the three parties on the issue of Japan’s surrender to China, and guiding students to understand that the Communist Party of China (CPC)’s advocacy of a comprehensive counterattack and striving for the right to surrender are the consolidation of the victory of the China people in the Anti-Japanese War, which plays a great role in promoting domestic peace, democracy and unity after the war. The 30th question in the first volume of the comprehensive literature takes the discussion of the Party’s "First Congress" on the priorities of the work at that time as the theme, which reproduces the strategic decision made by the Communist Party of China (CPC) at the beginning of the Party’s founding, and fully embodies the advanced and innovative nature of the Party in the great cause of saving the country.
2. Pay attention to the history of New China, the history of socialist development and the history of reform and opening up.
By selecting typical historical facts from the 70-odd years since the founding of New China, the history test questions guide students to enhance their system confidence and road confidence under the guidance of historical materialism. For example, taking Wuhan Yangtze River Bridge as an example, question 42 in the first volume of the comprehensive literature requires students to independently interpret a "national memory" of new China, and to examine their mastery of the history of socialist development and their feelings, attitudes and values towards the achievements of the motherland’s construction, which is conducive to deepening students’ correct understanding of Chinese modernization. The 30th question in the second volume of Wenzong presents the cultural creation achievements of people’s artists who combined modern art forms with national styles in the early days of the founding of New China, and inspires students to understand the spiritual connotation of the new culture of the Chinese nation.
3. Insist on examining the development history of the Chinese nation.
The college entrance examination history questions guide students to strengthen their recognition of the Chinese nation and Chinese excellent traditional culture by selecting historical facts with typical significance in the evolution of China’s 5,000-year civilization. For example, the 47th question in the first volume of the comprehensive literature sets the problem situation with Confucius’ "Music Education" in the Spring and Autumn Period, showing the unique function of "Music Education" in cultivating talents and harmonizing customs, realizing political and social ideals, and inspiring students to understand the role of "Music Education" in enriching and developing Confucian culture and enhancing the cohesion of the Chinese nation. Question 43 of the new curriculum standard volume of comprehensive literature presents the characteristics of multiple integration of Chinese civilization, and guides students to start from the familiar region and think about the interactive relationship between the region and the rich development of Chinese civilization. The test questions combine the feelings of home and country with the concept of time and space, and inspire students to strive to be advocates and inheritors of Chinese civilization.
Second,Implementing the requirements of teaching and examination convergence and highlighting the core literacy concept
1.Clearly examine the core literacy of history discipline
The new curriculum standard of high school history condenses the core literacy of the subject into historical materialism, time and space concept, historical evidence, historical interpretation and feelings about home and country, aiming at encouraging students to have a comprehensive and correct understanding of history and reality, and to form a scientific attitude of seeking truth from facts and a correct view of the world, life, values and history. For example, Question 24 of the new curriculum standard volume of comprehensive literature highlights the historical materialism through the typical characteristics of the late Neolithic age in China, and examines students’ mastery of the basic characteristics of the development of human social forms from low to high. Question 25 of the first volume of the comprehensive literature sets up the problem situation based on the difference of population growth in Xiangjiang River basin and Jiangsu and Zhejiang provinces between the Han Dynasty, and examines students’ ability to accurately use the concept of time and space.
2. Fully present the characteristics of new curriculum standards.
In 2023, the history test questions in the new curriculum focus on presenting new learning content, strengthening the connection between compulsory courses and optional compulsory courses, and leading students to understand the development and changes of history from a whole and multiple perspectives. For example, questions 31 and 32 in the new curriculum standard volume of comprehensive literature take "the empire of the ancient world" and "Europe and Asia in the Middle Ages" as the examination contents respectively, which are the presentation of new knowledge in the new curriculum standard, aiming at examining students’ understanding depth of ancient world civilization. Question 25 of the new curriculum standard volume of literature and synthesis creates a situation around the thoughts of the Spring and Autumn Period and the Warring States Period, and combines the compulsory "a hundred schools of thought contend" with the optional compulsory 3 "the connotation of Chinese excellent traditional culture" to examine the similarities of Xunzi, Han Fei and Li Si’s thoughts and guide students to pay attention to the integration of knowledge and the establishment of knowledge system.
3. Strictly implement the academic quality standards.
The proposition of history subject is tested according to the standard. The papers based on different curriculum standards are consistent with the curriculum standards in content scope, pay attention to comprehensiveness and highlight the backbone, and connect with the academic quality standards put forward by the curriculum standards in terms of examination requirements, so as to promote the organic connection of teaching, learning and testing. For example, the test paper based on the old curriculum standard proposition should pay attention to the combination of what students have learned in the compulsory and elective parts, and the compulsory political, economic, ideological and cultural aspects have test questions designed. However, the test paper based on the proposition of the new curriculum standard is no longer specially designed to select questions, and the examination of core literacy does not exceed the level of academic quality requirements in the curriculum standard.
Third,Helping to improve the quality of personnel training and paying attention to examining the quality of thinking
1. Encourage the sense of innovation and inquiry.
The history subject of the college entrance examination encourages students to find problems independently, analyze problems and draw conclusions, or solve problems in various ways, disproves, explores and innovates the argumentation results, and highlights the personality and potential of thinking. For example, the 42 nd question in the second volume of Wenzong takes Liang Qichao’s view of "people’s morality" as the theme and constructs a multi-perspective question task. Students can affirm or deny the views in the materials, and they can also discuss and supplement them. The examination questions have strong thinking power, which is of positive significance to inspire students to explore independently and innovate their opinions. Question 33 of the new curriculum standard volume of comprehensive literature introduces the current affairs cartoon "Corsican Spider in the Spider Web" in Europe in 1808 to guide students to preliminarily identify the content, nature and value of the cartoon and cultivate their ability to explore historical issues independently.
2. Examine reasoning ability and logical thinking.
By presenting multi-dimensional, multi-angle, three-dimensional and speculative materials, the history discipline strengthens the examination of key abilities such as information processing and logical reasoning, and guides students to break through the mindset and see the essence through phenomena. For example, the 41st question in the first volume of the comprehensive literature is introduced into the academic research results of "Map of China, seldon" in recent years, and the historical value and context of the map are described from the perspectives of drawing method, image content, circulation and collection. Students are required to judge the basis that the map was drawn by Chinese according to the material information, and their abilities of reasoning, judgment and logical expression are well examined. Question 34 of the second volume of the comprehensive literature creates a situation around the historical facts of the rampant activities of fascist organizations in the United States in the 1930 s, and examines the ability of students to mobilize what they have learned to make inferences and judgments on the basis of finding the key information of the questions.
3. Highlight what you have learned and apply it flexibly.
The application of the history of college entrance examination emphasizes the comprehensive use of scientific methods to sort out, demonstrate and discuss historical phenomena, reflect reality with history and look far into the future. For example, question 35 of the new curriculum standard volume of comprehensive literature sets a situation around the hot topic of the division of responsibility for world environmental problems in some developed countries, and requires students to analyze the true intentions of countries that hold the "joint responsibility theory" on environmental issues. Students need to quickly transfer the knowledge they have learned about economic globalization, and realize that the developed countries advocate the theory of "common responsibility", which is essentially shirking their historical responsibilities. Only by building a new type of international relations with mutual respect and win-win cooperation can we truly solve the common problems faced by mankind.