传统的历史试题对学生高级思维能力的考查力度往往流于形式抑或无从体现,在很长时期内屡遭诟病。主要因素有以下三方面:因素一,历史教育承载着过重的“政治”“社会”功能。“历史教育被认为可以传承某种特定的价值观,历史教学可以形塑学生如何看待过去,从而影响他们如何 The traditional history of the examination of students’ thinking ability is often out of form or can not be reflected in a long time repeatedly criticized. The main factors are the following three aspects: First, history education carries the overweight ”political “ ”social “ function. ”History education is considered to be able to inherit a particular value, history teaching can shape how students think about the past, thus affecting how they