Keep in mind the characteristics of the topic, and you won't be confused when you encounter problems: the topic requires putting two or more historical events, historical phenomena and historical figures together to find out their similarities and differences, and some explicitly require understanding or enlightenment on the same or different points. Comparing the similarities and differences of historical events, historical phenomena and historical figures is one of the important subject abilities required by the college entrance examination. The comparison question was originally one of the common questions in the college entrance examination, but it has not appeared in recent years and should attract everyone's attention.
Keep in mind the answering skills, answer quickly and get high marks: pay attention to the following points when answering comparative questions.
1, the purpose of comparison needs to be clear. The comparison of historical events is by no means a random comparison for the sake of comparison, but has a certain purpose. By comparing similarities and differences, we can clarify a certain problem or viewpoint or reveal a certain historical development law. The purpose of comparison is to compare the soul of the question. Some questions have clear requirements for this, while others need to judge for themselves. How to judge the purpose of comparison? First of all, we should consider whether the question of comparison is related to reality. If so, it is the purpose to draw meaningful conclusions through comparison to solve practical problems. Secondly, if you feel that the content of the comparison really has nothing to do with reality, then focus on the relevant content itself and see what rational conclusions or laws can be drawn. This is the purpose. Of course, the proposition purpose of some topics is clear, such as "comparing the reasons for the failure of the Westernization Movement in China and the success of the Meiji Restoration in Japan". In this way, there is no problem of determining the purpose of the proposition.
It is necessary to seek common ground while reserving differences. Difference is absolute, sameness is relative, absolute sameness does not exist, sameness is only said in a sense. Therefore, to seek common ground while reserving differences in comparison means to relax the requirements and conditions of comparison appropriately. If we compare Kang Youwei and Sun Yat-sen, and look at their specific propositions, one advocates constitutional monarchy, the other advocates democracy and harmony, the other wants to keep the Qing government and the other wants to overthrow it, it is difficult to find similarities. However, when the conditions are relaxed to class attributes and basic pursuits, their similarities appear: they are all representatives of the bourgeoisie, and they all advocate civil rights, develop capitalism in China, and save the nation from peril.
3. Comparison needs to be hierarchical. First of all, we should comprehensively recall the contents that need to be compared and look for similarities and differences from the basic contents. If we compare the similarities and differences of the causes of the two world wars, at the most basic level, the similarities are: Germany provoked two world wars; Before the war, the war promoters all expanded their troops to prepare for the war; The initiators of the war have all formed an alliance, etc. The difference is that World War II is closely related to the capitalist economic crisis, but it is not the first time; World War I originated in Europe, and World War II originated in Europe and Asia. World War I broke out rapidly between the two major military blocs, while World War II gradually developed from the aggression of fascist countries against weak countries. Secondly, after comparing the basic contents, we should leap to a higher level and find more fundamental similarities or differences. To leap to a higher level, we must go through the following ways: (1) seeking the root. Look away from the expression of the specific content in the textbook and expand the scope of thinking comparison to the direction related to the comparative content. Taking the causes of the two world wars as an example, we should think about why Germany started the war and why it can. Germany became the initiator of the war after becoming a European economic power. After the economic rise, its economic status and political status are obviously out of proportion, which leads to the law of "unbalanced economic and political development" and draws the conclusion that it is the root of the two world wars, which is the most fundamental point in the causes of the two world wars. (2) Grasp the essence. Some historical phenomena may not be similar or the same on the surface, but they are essentially the same. For example, from 1953 to 1956, farmers joined agricultural production cooperatives, which was even opposite to the household contract responsibility system after the reform and opening up, but it was essentially the adjustment of production relations to meet the needs of economic development in their respective times. Others look the same or similar from the content or phenomenon itself, but they are different in essence. For example, the measures taken by feudal rule in ancient history to reduce the burden on farmers are the same as those taken by the CPC Central Committee today, but they are essentially different. (3) Look at the trend. The comparison of the historical process of some events should not only focus on the details of the process, but also observe the development process as a whole. For example, in the Spring and Autumn Period and the Warring States Period, compared with the Three Kingdoms, the Jin Dynasty and the Southern and Northern Dynasties, it was only a war and a separatist regime in terms of phenomenon, but in terms of development trend, it was a period when China moved from division to unification.
4. Answer the requirements in detail. (1) Choose a comparison point when you finally answer. There may be many things that can be compared between historical contents, so you should make a choice in the final answer. We just need to write the comparison points that meet the purpose of the proposition into the answer. Although some contents are obviously the same or different, if the conclusion is irrelevant to the purpose of the proposition, it should also be excluded. If we compare the similarities and differences of the cooperation between the two countries, we can see that the cooperation between the two countries broke down because of the Kuomintang. When the two parties are sharply opposed, we can explain the historical responsibility of the Kuomintang and even reveal its essence through this. But today, it can't be compared with this, because it is not conducive to the exchanges and cooperation between the two sides today. Some topics have clear requirements for comparison points, such as asking only the similarities or differences in one aspect, or asking the fundamental and essential similarities or differences. When encountering such problems, we can directly compare the requirements when solving problems, and there is no need to find out all the similarities or differences before making a choice. Of course, if it is difficult to draw a conclusion directly, you can compare more points and then filter according to the meaning of the question. (2) Make clear the comparison points first, and then briefly explain them. Just saying the same or different views often cannot explain the purpose of the proposition. The problem will be made clear through short facts, but the statement of facts must be concise and to the point.
Keep the characteristics of the topic in mind, and you won't be confused when you encounter problems: the characteristic of the evaluation and explanation question is that the topic gives a certain historical point of view, requiring candidates to judge the point of view, and then analyze and comment. There are also some questions that determine whether the given views are right or wrong, and only require candidates to analyze and explain.
Remember the answering skills firmly, answer quickly and get high marks: judging the purpose of the question is the key to solving the problem, because once the viewpoint is judged incorrectly, the following answer will be meaningless. Judging the historical viewpoint is also the difficulty of this kind of problem. But here is a simple and easy method that will be of great help to you. First of all, grasp the core of the topic viewpoint and turn it into our common problems. It should be noted that sometimes opinions involve more than one problem, so we should judge them accordingly and turn all the involved problems into familiar ones. Then, find out the answers to related questions from the textbooks and compare them with the viewpoints. If they are consistent, the viewpoint of the topic is correct. If it is inconsistent, the topic view is wrong; If some are consistent and some are inconsistent, it is necessary to make a dialectical analysis. The basis of this method is that from the current textbooks, facts and opinions are introduced as correct contents, so we can use the viewpoints in textbooks as a "ruler" to measure other viewpoints. For example, after the Southern Anhui Incident, some people inside and outside the Party thought that the situation would be 1927. The recurrence of the "1212" coup holds that cooperation between countries will break down and civil war may expand. Try to comment on this view by combining the main social contradictions, the contrast of political power and China's countermeasures before and after the two incidents. The core of the basic viewpoint of this question is what impact will the Southern Anhui Incident have? The viewpoint of the topic is that it will lead to the breakdown of cooperation between countries and even the outbreak of civil war. Looking back on the influence of the "Southern Anhui Incident", we know that its influence is not what critics say. So it can be concluded that the topic view is wrong. In addition to this basic judgment method, there are other judgment methods. (1) Some topics show their own views and give the basis of their own views. If the basis is contrary to historical facts, it is difficult to correct the viewpoint. (2) From a theoretical point of view, some viewpoints obviously violate the relevant theories of historical materialism and dialectical materialism, such as the principle of the relationship between production and productivity.
Generally speaking, the analysis and explanation point of view is the main part of the evaluation and explanation question, which accounts for the heaviest score in the answer. Some topics have made clear requirements for the argument angle. For this kind of problem, just look for relevant evidence in the textbook according to the requirements of the topic. Some topics have no specific requirements for the argument angle and need to be determined by themselves. Generally, we can start from the following aspects: (1) facts. Find out the facts related to the problems discussed in the materials from the teaching materials and list them roughly to prove the correctness or error of the materials' viewpoints; (2) Reasoning and explanation. As for the "Southern Anhui Incident", it needs to be explained by reasoning. At that time, the main social contradictions, the contrast of political power and the countermeasures in China were different from those in the Big Four. Compared with the December 12th Incident, there are obvious differences, which all affect that the Southern Anhui Incident will not escalate into a civil war. (3) Theoretical argumentation. In other words, through the analysis of viewpoints and related facts, it is shown that it conforms to or violates any principle of historical materialism. The specific answer depends on the requirements of the question, and sometimes all three ways of argument are needed.
Understand the enlightenment
Keep the characteristics of the topic in mind, and you won't be confused when you encounter problems: generally speaking, the topic of enlightenment is not a separate topic, but often appears at the last topic of a big topic. Drawing lessons, enlightening and understanding from relevant history is one of the important academic abilities, and it is also a very common question type in the college entrance examination proposition.
"Enlightenment" generally comes from "experience and lessons", so the contents of "experience and lessons" and "enlightenment" are basically the same for us to answer related questions.
The topic requires candidates to talk about "understanding" of historical issues. There are the following situations: (1) Examining the overall mastery of relevant historical issues is actually a high summary of the relevant textbook knowledge and historical materials given by the topic; (2) Briefly analyze and evaluate the related historical issues. This kind of "understanding" textbooks often have ready-made answers. When answering, you should first think about the relevant comments in the textbook, and then make appropriate supplements according to the materials provided by the topic; (3) Starting from a specific problem, talk about the views on a certain kind of problem; (4) Predicting related practical problems through historical problems; (5) It is basically consistent with the contents required by experience, lessons and enlightenment.
Remember the answering skills well, and get high marks quickly: the answering procedure for texts and enlightenment questions is: (1) systematize the answers to the first few questions related to textbooks, topic materials and historical issues, and classify the relevant factors related to this historical issue in textbooks and materials into "good" and "bad" according to your own understanding. "Good" is experience and "bad" is a lesson. (2) Analyze and refine the contents summarized in the previous step. Combine the factors with similar contents or belonging to the same theoretical system, and rise to a rational height. Because only highly generalized and rational things can be used for reference and can be used to guide practical activities. Therefore, the answer must grasp the key and hit the key. The final answer should not be that the items are similar in content, or the answer is too specific and lacks rationality and generality. (3) Finalize the answer. Lessons and inspirations can be connected with reality from a certain angle, and many lessons or inspirations can be drawn from the topic itself. We should give priority to writing those contents that are most closely related to reality into the answers. Because generally speaking, the answers to such questions are not too long, just answer about three items, even if you want to write two more items, you should pay attention to the order of answers. (4) Pay attention to language expression. Because lessons or revelations are used to guide practical activities, we should use positive language when expressing them, that is, "bad" should be said in the right direction. For example, the mistake of the people's commune is that the degree of public ownership of production relations is too high, which is divorced from the productivity level at that time. Answer: "We should adapt the relations of production to the development level of productive forces".
According to the above situation, we should pay attention to the overall grasp of the relevant historical issues in several points (1), which can generally be started from several aspects, such as reasons, content (process), influence (significance) and so on. Most of the questions are about one aspect. This kind of understanding must grasp the backbone and essence, and cannot be abbreviated as generalization. (2) The analysis and evaluation of related issues is different from ordinary analysis and evaluation questions, which only highlight the views and do not analyze them. (3) The purpose of talking about a class of problems from specific problems is to explain the importance of such problems (starting from the cause and effect) and the methods to deal with such problems (starting from the process and content). (4) Predicting related reality through historical issues should start with the causes and effects of historical issues, and at the same time, closely contact with real issues, and draw a conclusion consistent with relevant reports on real issues.
Generally speaking, the question of enlightenment is closely related to the previous question, so we must pay attention to the coordination of the answer to this question and the previous answer.
Remember the answering skills well and get high marks quickly: cultural relics (pictures), pictures and charts are special historical materials. As long as the steps of obtaining information from the material are completed, the remaining answers are no different from other types of questions. Therefore, we must first eliminate the mystery of this kind of questions, and then master the methods and skills to obtain information from these materials.
(1) Processing methods of cultural relics: The main ways to obtain information from historical relics are: 1. The information directly displayed in the pictures of cultural relics, so we only need to master its shape and the words and patterns attached to the cultural relics. Two, the sponsor's written comments or explanations on the pictures of cultural relics. This kind of text annotation is generally added because the problem-solving needs the proposer, so this kind of information is extremely efficient and must be highly valued. Third, although the topic gives text and pictures, we need to treat it as a cultural relic when solving problems, and fully imagine the information we can get from this object. For example, a piece of unearthed paper, if it is a real thing, can feel its smoothness through touch, and can also know its making materials through certain means.