Facing the college entrance examination, do you have any good experience in history? Or about answering questions?

Guidance on history review methods

Reviewing for history exams is a critical period that determines the quality of your grades. It is also a stage when many students feel overwhelmed and exhausted. Either they passively listen to lectures and do test questions, or they "follow their feelings" by flipping through textbooks and practicing simulations, which results in them feeling good about themselves and not doing well in the college entrance examination. Review is an arduous process of re-understanding and a difficult process of further improvement. If you want to be efficient and gain something in review, you must start from the following aspects.

1. Consolidate knowledge points with high precision

1. Read the text intensively. You should read it word by word, sentence by sentence, and paragraph by paragraph, think about the relationship between words, sentences, and paragraphs, clarify each knowledge point, and recall the textbook completely. For example, in the modern history of the world, "The World Economic Crisis of Capitalism from 1929 to 1933", four knowledge points must be clarified at a glance: first, the reasons for the emergence of the economic crisis; second, the emergence of the economic crisis; third, the characteristics of this economic crisis; fourth, the economic crisis impact. These four knowledge points are interrelated and together constitute a complete knowledge system about the capitalist world economic crisis from 1929 to 1933.

2. Grasp the connotation. On the basis of clarifying the knowledge points, it is necessary to analyze the details and further grasp the full connotation of each knowledge point. For example, the first knowledge point mentioned above contains the following three key points: ① Capitalists are grabbing high profits, but the working people are becoming increasingly poor, which limits the growth of society's actual consumption capacity; ② Installment payments and bank credit stimulate the false prosperity of the market , the contradiction between production and sales has become increasingly acute; ③ People are obsessed with speculative activities such as stocks, which has greatly increased the instability of the financial market.

2. Understand historical concepts with high accuracy

1. Grasp the connotation and denotation of the concept. Understanding the connotation and denotation of the historical concept is the prerequisite for making an accurate definition. For example, question 7 of the 1997 College Entrance Examination: "The "Coordinating the Overall situation in response to the imperial edict" submitted by Kang Youwei to Emperor Guangxu is actually the policy program of the reformists, because it: A. Proposed specific reform suggestions in various aspects B. Advocated the implementation of a constitutional monarchy Theory C. Systematically demonstrates the theory of reform and reform. D. Clearly points out that reform is the only way to save the nation. "If you can correctly understand the connotation of the "policy program", that is, the specific implementation plan of the reform, you can easily choose A. Another example is question 8: "The introduction of the 'Open Door' policy is a symbol of a new stage of the United States' aggression against China. This is mainly because the policy: A. is recognized by the great powers; B. can make the rights and interests of the United States in China ranked among the great powers. First C. It shows that the United States recognizes the privileges of the great powers in China. D. It is conducive to the United States accelerating the steps of invading China." This question mainly examines the extension, that is, the impact of the opening of the door, which is "conducive to the United States accelerating its invasion of China."

2. Completely summarize the concept content. For example, Question 14 of the 1997 College Entrance Examination "The land policies proposed by the Communist Party of China in different periods of the new democratic revolution have the most common points: 1. embody the democratic revolutionary program of the Communist Party of China 2. eliminate the feudal system of exploitation 3. Maintain farmers’ interests ④ Promote social and economic development A.①②

B.①②③ C.①③④ D.①②③④”. This question has partially summarized the content of historical concepts and requires you to select relevant items. The selection process is actually a process of summarizing the content of historical concepts. After inductive comparison, it is obvious that ② is not the most common point, and the option without ② should be selected.

3. Distinguish the similarities and differences of concepts. During review, you should compare concepts of the same type, similar or close ones, and distinguish their similarities and differences, so as to improve your accurate grasp of concepts. For example, question 26 of the Shanghai College Entrance Examination in 1996: "The similarities between the Soviet Union's implementation of the New Economic Policy and the United States' implementation of Roosevelt's New Deal are ① Facing an extremely difficult economic situation ② The state promulgated policies and decrees to forcefully intervene in the economy ③ The most important content is to adjust and revive industry ④Restore agriculture by developing commodity production A.①② B.①③ C.②③ D.②④”.

4. Use concepts to analyze problems. Merely understanding the concepts is not enough. Being able to use an accurate understanding of historical concepts to analyze historical phenomena is the ideal state in review. For example, the concept of "enfeoffment system" is used to analyze the causes and results of historical phenomena such as enfeoffment in the Zhou Dynasty, the implementation of the system of counties and counties instead of enfeoffment in the Qin Dynasty, and enfeoffment in the early Han Dynasty. Use the concept of "semi-colonial and semi-feudal society" to analyze the duality of China's national bourgeoisie.

3. High-density connected knowledge network

Knowledge network is an organic whole formed by interweaving the points, lines and surfaces of knowledge. During review, we must grasp the connections between various knowledge points in the textbooks and incorporate a large amount of scattered and relatively isolated historical knowledge into a complete subject system to form a scientific knowledge network.

1. Grab some points. For example, on the issue of the gentry system, four points can be grasped: ① During the Wei and Jin Dynasties, the gentry system was formed among the landlord class; ② During the Eastern Jin and Southern Dynasties, the power of the gentry developed; ③ In the late Southern Dynasties, the power of the gentry gradually declined; ④ In the late Tang Dynasty, among the peasants Under the attack of the uprising, the gentry was further destroyed. In this way, we will have a complete and clear understanding of the gentry issue.

2. Stringing. "Line" is a knowledge clue composed of internally connected historical events. Such as the emperor, three princes, prefectures and counties in the Qin Dynasty, the settlement of the problem of the Han Dynasty and the deposing of hundreds of schools of thought and the solemn respect for Confucianism, the three provinces and six ministries system of the Sui and Tang Dynasties, the "cup of wine to release military power" in the Song Dynasty and the provincial system of the Yuan Dynasty, the abolition of the Ming and Qing Dynasties The prime minister, the Eight-part Program to recruit scholars, the Military Aircraft Department and the Literary Prison, these are all "points", and these points constitute the development history of the establishment, consolidation and strengthening of centralized power in ancient China.

3. Pavement. "Face" is the whole body of knowledge composed of all the contents of a certain period or stage of history.

In short, only by systematically grasping the structure of historical knowledge can we more easily grasp the overall content of a period or stage, and then capture the stage characteristics of history, so that we can spread out and gather together when solving problems.

4. Comprehensive analysis of historical phenomena

The textbook narrates history in chronological order and is a two-dimensional system. However, the college entrance examination questions often extract historical clues and explore knowledge connections. Ancient and modern, Chinese and foreign, criss-cross to form a three-dimensional system. Therefore, exam preparation review should not only combine key points, lines and surfaces to form a knowledge network, but also broaden, dig deeper and improve on this basis to comprehensively analyze historical phenomena and form a three-dimensional knowledge system.

1. Relatively complete narrative + multi-angle and multi-level analysis. For example, question 48 of the 1996 College Entrance Examination "Briefly explain the main changes in France's social economy and class relations from the 18th to the mid-19th century, and analyze the main differences between the 1789 Revolution and the February Revolution of 1848 based on these changes." This question It requires a relatively complete narrative of the history of France from the 18th century to the mid-19th century, which also contains an in-depth analysis of the causes, tasks, objects, and subjects of the revolution. Another example is question 47: "Generally point out and briefly explain the reasons for the brilliance of Tang Dynasty culture, the characteristics and historical status of Tang Dynasty culture based on historical facts." This question also requires students to summarize and summarize from different perspectives such as reasons, characteristics and historical status. . On the surface, the historical facts are clear and easy to see, but the requirements for analytical skills are relatively high.

2. Macroscopic analysis + microscopic examination. For example, question 48 of the 1997 College Entrance Examination "Outline the relationship between the Allied powers in the Versailles-Washington system and give examples. Try to analyze why this system cannot maintain world peace for a long time. How was this system broken?" This question mainly Testing the macro analysis ability of historical phenomena requires students to understand the relationship between the Allied powers from a macro and overall perspective. It also requires students to conduct specific analysis of the Allied powers, which also contains elements of micro analysis.

3. Explicit connection + implicit connection. "Explicit connections" are the more obvious connections between historical knowledge in textbooks, while "implicit connections" are hidden between knowledge. In other words, it is what is called explicit knowledge and tacit knowledge.

Implicit problems are the deepening, generalization, comparison and systematization of explicit problems. Only through implicit problems can explicit problems improve their own value. For example, question 46 of the 1996 Shanghai College Entrance Examination "What methods did Britain, France, Russia and the United States use to solve the land problem during the bourgeois revolution and reform? What impact did the settlement of the land problem in each country have on the development of capitalism?" In this Among the questions, the questioner grasped their implicit connection, that is, the land issue in revolution and reform. After exploring it, the level of ability test was significantly improved.

4. History subject + related subjects. For example, question 39 of the Shanghai College Entrance Examination in 1996: "In 1904, Zhang Taiyan composed a couplet for someone's 70th birthday. Please answer the question after reading, 'Today we will go to Nanyuan, tomorrow we will go to Beihai, and when will we return to ancient Chang'an?" Withered, only one person sings and celebrates; Ryukyu is cut off at fifty, Taiwan is cut off at sixty, and the three eastern provinces are cut off at seventy, and the state of Tongchi County is getting better and better. Every time I wish my country a long life, I will do something for my seventieth birthday. ②When this person drained the blood of the people and celebrated his fiftieth year, the soldiers and people in southeast China were resisting the massive invasion of the ______ country's army; and they were wishing him a long life of "sixty". 'In that year, the blood of the officers and soldiers of the ______ fleet dyed the roaring waves of the Yellow Sea red. "This question is highly literary, and it requires both solid basic historical skills and solid Chinese language skills to solve it.

Another example is the situation diagram of the late Southern and Northern Dynasties that students were asked to fill in in Question 39 of the 1996 College Entrance Examination. This diagram did not appear in the textbook, but was designed by the questioner based on the relevant knowledge provided in the textbook. . It tests both historical and geographical knowledge and broadens the ability requirements.

Another example is question 42 of the 1996 Shanghai College Entrance Examination: "Observe the following "Photograph of the heads of state of the United States and Britain at the Atlantic meeting in August 1941" and fill in the blanks. ① Sitting in the front row on the left is ______, On the right is ______. "This question comes with a picture, so students need to pay more attention to the accumulation of extracurricular knowledge.

5. Comparing people and events from multiple angles

Among the four types of questions in the history test, all involve comparative ability. Therefore, learn scientific comparison methods and master certain skills. Comparative skills are especially necessary.

1. Compare people and events of the same or similar nature, and analyze their different backgrounds, characteristics, functions or essences, etc. For example, the two world wars and three scientific and technological revolutions each have their own background and characteristics; another example is the role of peasant uprisings in the history of our country. From a political point of view, there are three main categories. One is "overthrow", such as the Peasant War in the late Qin Dynasty, the Green Forest Red in the Western Han Dynasty, The Mei Uprising was the peasant war in the late Yuan and Ming Dynasties; the second was "collapse", such as the peasant uprising in the late Eastern Han Dynasty and the Huangchao Uprising in the late Tang Dynasty; the third was "strike", such as the Taiping Rebellion.

2. Analyze and compare historical events of the same nature but distributed in different historical stages to clarify development clues. For example, by analyzing and comparing several major revolutionary movements in modern Chinese history, we can not only understand their different stage characteristics, but also systematically grasp the entire process of Chinese revolutionary history.

3. Compare the characteristics of similar historical events in different historical stages. For example, the aggressive expansion of capitalism had different characteristics before and after the Industrial Revolution.

4. Compare certain historical events with the same performance but different nature, and recognize their different essences. For example, there are problems such as the handicraft workshops of the Tang Dynasty and the handicraft workshops of the Ming Dynasty. The Qing government borrowed foreign debts from powerful countries and my country currently borrows money from capitalist countries.

6. Scientific evaluation of figures and events

In order to scientifically evaluate historical figures and historical events, we must use the basic viewpoints and methods of dialectical materialism and historical materialism, and we must master the evaluation scale, angle and reliability. Specifically, the following points should be achieved:

1. Have a correct stance.

We must look at issues from the correct class standpoint (people’s, patriotic standpoint) and social standpoint (development of productive forces, social progress, internationalism, reform exploration, etc.).

2. Have a clear point of view. When evaluating historical figures, we must adhere to the two basic viewpoints of "the times create heroes" and "the people are the creators of history."

3. The method is appropriate and objective. It is necessary to comprehensively and accurately analyze and evaluate, combine the historical background of the time, distinguish different stages, use dialectical analysis, class analysis, historical analysis and other methods to conduct a comprehensive and comprehensive analysis, and avoid simplification, one-sidedness and absoluteness. ization, we must pay attention to the relationship between subjective motivation and objective effect, local and global, phenomenon and essence.

7. Simplify and summarize historical knowledge

Historical knowledge is vast and complex. Only by condensing, summarizing, and refining it into concise and clear knowledge points and knowledge chains can we effectively master the teaching materials. .

1. Extract key points. That is to correctly select key words, chapters, sections, and target questions in the textbook, or express them concisely and accurately in your own language to form key points of knowledge. For example, the wartime communist policies implemented by the Soviet government can be refined into ① enterprise collection; ② expropriation of surplus grain; ③ ban on trade; ④ distribution of goods; ⑤ forced labor.

2. Time sequence. That is to organize knowledge in chronological order. For example, question 47 of the 1997 College Entrance Examination "Combined with the relevant social background, summarize the rise and fall of China's national capitalist industry before 1949. Briefly explain the historical status of national capitalist industry in old China." The development process of national capitalist industry in this question is as follows The outline of the questions is outlined in chronological order: ① The germination of capitalism before the Opium War; ② The emergence of national capitalism in the 1860s and 1970s; ③ Initial development after the Sino-Japanese War of 1884-1891; ④ Rapid development after the Revolution of 1911; ⑤ Difficulty in the 1930s and 1940s.

3. Logical division. That is, block summarization is carried out according to the logical relationship of relevant knowledge. For example, the reasons for cultural development in various periods in ancient China can be analyzed from the following aspects: ① Political clarity and social stability; ② Economic development and social prosperity; ③ National integration and economic and cultural exchanges among various ethnic groups; ④ The development of foreign economic and cultural exchanges, etc.

8. Flexible use of historical theories

The analysis of any historical issue must be based on theory, otherwise correct conclusions cannot be guaranteed. Therefore, we must systematically master the basic principles of dialectical materialism and historical materialism, and focus on using theory to analyze historical issues. For example, when analyzing historical issues related to Napoleon, you can use different historical theories and start from different angles: you can use the dialectical relationship between inevitability and contingency to analyze Napoleon's emergence on the political stage; you can use the influence of the people and outstanding figures in historical development. The principle of action, analyzing the nature of the regime of Napoleon's empire; using the principle of mass mutual transformation to analyze the changes in the nature of Napoleon's foreign wars, etc. Only by persisting in using historical theory to analyze problems can the level of historical theory and analytical ability be improved. Usually, we should choose some test questions with strong theoretical nature and conduct combined training on historical theory. Purposeful and regular practice will inevitably promote the continuous improvement of the ability to apply theory flexibly.