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“图文题”(以图表、图画、图形等情境为命制切入点的试题)是近年高考文科综合测试题的重点发展方向,如2001年文科综合第41题(非洲被瓜分题);2002年文科综合第39题(《清明上河图》题)、第40题(“丝绸之路”题)等均属于典型的“图文题”。“图文题”以其“新”(情境新、材料新)、“活”(问题活、答案活)、“综”(综合能力要求高)深受命题专家的青睐和广大中学师生的赞誉。但从这两年的阅卷反馈来看,同学们的得分率并不高,除平时的学习观念转变不到位和针对性训练薄弱外,还与其缺乏此类问题的解答策略与技巧密切相关。本文对此作一简单探讨,以期对今后的教学有所帮助。
“Graphic and graphic questions” (in the form of diagrams, drawings, and graphs, etc., as test points for the entry point of life) are the key development directions of the comprehensive test questions for liberal arts in recent years, such as the 2001 liberal arts comprehensive topic 41 (African was divided into questions); 2002 Yearly liberal arts subjects 39 (“Qing Ming Shang He Tu” title) and 40 (“Silk Road” title) and so on are all typical “graphic questions.” “Graphics” is favored by experts on propositions and is popular among teachers and students in the middle schools because of its “new” (new situation, new material), “live” (question live, answer live), “comprehensive” (high requirement for comprehensive ability). Praise. However, judging from the feedback of these two years, the scores of the students are not very high. Apart from the lack of change in the usual learning concepts and weak targeted training, it is also closely related to the lack of solutions to these problems. This article briefly discusses this in order to help future teaching.