2006年高考文综历史试题,主观题有一半是开放性题目,这有利于考查学生的创新能力,也符合新课改的要求。但是,开放性题目在传统的评卷手段下,依据“采分点”来打分,不能很好地达到对学生高一级历史思维能力考查的目标,因此也就失去了考查的意义。如果采用分类评价法,那就能很好区分学生的能力层次。如第37题第(2)问:“根据所学知识,概括汉唐时期少数民族在哪些方面丰富发展了中华文化。”其参考答案是:“少数民族的音乐舞蹈、服饰、风俗习尚丰富了中华文化的内容;(3分)少数民族地区的动植物、食物的传入,提高了内地的生产生活水平;(3分)少数民族内迁与融合为中华文化增添了刚劲、豪爽、活泼的多民族色彩。(3分)(归纳出其他方面,可酌情赋分,但不得超过本问总分。)”依据“采分点”来打分,无疑会出现以下情况:学生如果单列出少数民族的音乐舞蹈、服饰、风俗习尚中的任何一项——如“胡服、胡音、胡旋舞”等其中的一项就算采到了点,与完整答出“少数民族的音乐舞蹈、服饰、风俗习尚丰富了中华文化的内容”的学生得一样的3分。然而,两者能力的差别是明显的,结果却是一样,这不利于人才的选拔。分类评价力求解决的就是能力的层次问题,其能力层次的划分基本上适用于所有的能力类型,也适用于所有的主观题类型。对于高考经常考的材料解析题,学生要解答好一般需要具备古文阅读、比较、综合、分析等多种能力,但分类法不需要分析能力的种类,只分析能力的层次。以第37题第(2)问答案的第一部分为例,根据分类法,学生的回答可以划分为以下五种情况:①前结构的回答。这种回答 In 2006, the college entrance examination textbook historical questions, half of the subjective questions are open questions, which is conducive to examining students’ innovative ability, but also in line with the requirements of the new curriculum reform. However, under the traditional means of marking, open questions are scored according to “mining points ”, which can not well achieve the target of examining students’ higher level of historical thinking ability, thus losing the meaning of test. If the classification of evaluation method, it can be very good distinction between the level of competence of students. For example, Question 37 (2) asks: “According to what I learned, it summarizes the aspects of ethnic minorities in Han and Tang Dynasties that have enriched the development of Chinese culture.” “The reference answer is:” Minority music and dance, costumes and customs (3 points) The introduction of animals and plants and food in ethnic minority areas improved the production and living standards in the Mainland; (3) Inward migration and integration of ethnic minorities added vigor and vitality to Chinese culture , Lively multi-ethnic. (3 points) (Summarized in other aspects, may be assigned as appropriate, but may not exceed the total score.) “According to” mining points “to score, no doubt there will be the following: Students singled out ethnic music and dance, costumes, customs any one of them - such as ”Hu Fu, Hu Yin, Hu Xuan Wu “ and so on even if one picked up the point, and complete answer ”Minority music dance, dress, customs and practices enrich the content of Chinese culture " Students have the same 3 points. However, the difference between the two capabilities is obvious, but the result is the same, which is not conducive to the selection of qualified personnel. Classification evaluation seeks to solve the issue of the level of competence, the division of its ability level basically applies to all types of competencies, but also applies to all subjective types of questions. For the college entrance examination often test material analysis questions, students generally need to have a good reading, comparison, synthesis, analysis and other abilities, but the taxonomy does not require analysis of the types of capabilities, only the level of analysis. Take the first part of question 37 (2) as an example. According to the classification, the students’ answers can be divided into the following five situations: ① The answer to the previous structure. This answer