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纵观1994年高考试题,它确实是命题意图很好的体现。 一、设计新的情境。它从高考的选拔性性质和注重考查学科能力的要求出发,排除了死记硬背的传统学习方法,扬弃了怎样学就怎样考的低层次学习能力考查方法,提出“高考是通过设计新的情境达到目的”的新要求,强调了“历史教育与考试意图是神似而非形似”。如9(九·一八事变后中共通电内容)、20(二战后
Looking at the 1994 exam questions, it is indeed a good expression of propositional intent. First, design a new situation. It embarks on the selection nature of the college entrance examination and the requirement of examining the academic ability. It eliminates the traditional learning method of rote learning, discards how to learn how to test the low-level learning ability, and proposes that “the college entrance examination is to design a new situation. The new requirement of ”achieving purpose“ emphasizes that ”historical education and exam intentions are similar and not similar." Such as 9 (after the September 18th Incident, the contents of the CCP’s electricity supply), 20 (after World War II)