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历年高考的材料解析题都分外引入注目,这种新颖的题型逐年在稳步推进,今年又有新的起色,这主要表现在它进一步加强了能力考查的力度。这里不妨以第41题为例,作些粗略的剖析。 首先,题目的能力目标向深层次伸展。第41题所考的内容是明初的休养生息政策,中国古代几个重要的朝代都实行过休养生息的政策,教材有比较详尽的叙述,一般来说考生是比较熟悉的。题目有三个材料,材料一是一份明初经济发展的统计图表,有纵横7个项目,9大数据,它设问材料一反映了什么现象。答案要求不能只停留在“人口增加,耕地增加”的表面现象上,而要进一步向深层推导,得出“农业生产发展”的结论,揭示本质。这里考查了逻辑推理或者说揭示事物本质的能力。材料二和材料三是明初恢复经济所采取的一些重要措施,题目要求从这两段材料中找出这些措施。对此教材也有较多的陈述,很容易“对号入座”,然而题目巧妙地变换了角度,改变了概念。教材的结构体系是:背景——措施——结果。而题目将它改为:结果——原因。将“措施”置换成“原因”,角度和概念的变化,就能较好地检测考生的能力水准,即对教材是重在死记硬背,还是理解记忆,对知识是
The material analysis questions in the college entrance examinations over the years have attracted attention. This new type of questions has steadily advanced year by year, and this year has seen a new improvement. This is mainly reflected in the fact that it has further strengthened the ability examination. Here, we may take the first item as an example to make a rough analysis. First of all, the subject’s ability goals are extended to a deep level. The content of the 41th question is the rest and recuperation policy of the early Ming Dynasty. Several important dynasties in ancient China adopted the policy of recuperating and living. The textbooks have more detailed descriptions. In general, candidates are familiar with it. There are three materials for the title. Material 1 is a statistical graph of the economic development at the beginning of the Ming Dynasty. There are 7 vertical and horizontal items and 9 large data. It shows what phenomenon the material 1 reflects. The answer cannot only stay on the surface phenomenon of “increased population and increased arable land”, but must be further deduced in depth to draw the conclusion of “agricultural production development” and reveal the essence. This examines the logical reasoning or ability to reveal the nature of things. Materials 2 and 3 are some of the important measures taken to restore the economy at the beginning of the Ming Dynasty. The title requires these measures to be found in these two materials. There are also many statements on this teaching material, and it is easy to “sit back”. However, the subject skillfully changed the angle and changed the concept. The structure of the textbook is: Background - Measures - Results. The title changed it to: Results - reasons. Replacing “measures” with “causes”, changes in perspectives and concepts can better test candidates’ ability levels, that is, whether the teaching materials are focused on memorization or understanding of memory and knowledge.