历史学科教育的目的在于培养学生的历史素养和人文素养，以提升学生的综 合素质。历史中考作为对历史学科教育目标达成的一种评价方式，在学生的历史 学科能力考查中兼具测量和选拔功能，是历史教育的一部分，因而在实践中不断 地因应着课程改革的变化，以适应历史教育的变革与要求，在反映学生历史素养 和人文素养的同时，也发挥着考试对教师课堂教学的导向功能。在此背景下，分 析历史中考试卷的命制，梳理其考查内容的变化，有助于反思当下历史教学中存 在的问题，以及为适应课程改革发展的需要，历史教学需做出的调整应对，从而为在历史课堂教学中培养提升学生的历史素养和人文素养提供些许借鉴意义。 

       本文在基于福建省 2017—2019 年三年中考统考历卷分析的基础上，对当下 的历史教学进行反思。首先从理论上探讨了福建省中考历史试题的命制。福建省 历史中考试题命制以 2011 年版义务教育历史课程标准、历史教材和省考试指导 意见为依据，坚持思想性、基础性、发展性、人文性和时代性的命题原则，体现 育人为本的教育理念，在命题立意上从以往的知识立意向能力立意转变，并逐渐 地向问题立意过渡。 

       初中阶段，学生的历史学科素养综合表现为“知识与能力”“过程与方法” “情感·态度·价值观”的整合，恰与 2011 版新课标所强调的三维目标不谋而 合。因此，本文通过列表的形式，从以下几个方面具体分析了福建省历史中考试 题对学生学科素养的考查：对历史知识再认再现的过程和能力，从历史材料中理 解和获取有效信息的过程和能力，运用知识解决问题和描述、阐释的过程和能力， 正确的情感、态度和价值观，并分别选取了题型加以解释说明。 

       通过历史中考试题的分析，可以发现应试教育与素质教育两者之间并不矛 盾，其有共同的追求目标，都试图让学生尽可能地掌握学科基础知识和基本能力， 因而在实际教学中，不妨将素质教育的实现作为应试教育的努力方向，以素质教 育统领中考历史教学。在教学实践中，必须明确，知识与能力二者相互依赖，不 可偏颇。能力以知识为依托，知识以能力为表现形式。学生对历史材料的分析、 理解和运用以一定的知识储备为前提，同时又反哺强化历史知识的再认再现。而 在学生学习历史知识和能力的过程中，又内化融入了情感、态度和价值观念，并 通过学生的表达而外显。历史中考的变化倒逼着推进应试教育向素质教育的转 轨，提醒教师在教学中注意培养学生掌握主干知识，培养学生再认、再现的能力， 提高学生理解和运用历史的资料能力，培养学生解决问题和描述、阐释的能力， 养成学生正确的情感、态度和价值观。

        The purpose of history subject education is to cultivate students' historical and humanistic qualities, so as to improve students' comprehensive qualities. As a kind of evaluation method to achieve the goal of history education, the history examinationisa part ofhistory education,which has thefunction ofmeasurement and selection in the examination of students' history ability. Therefore, in practice, it constantly responds to the changes of curriculum reform to adapt to the changes and requirements of history education, reflects students' historical and humanistic quality, and alsoplays animportant rolein theexaminationTheguiding function ofclassroom teaching for teachers. In this context, the analysis of the life system of the history examination paper and the sorting out of the changes of the examination content will help to reflect on the problems existing in the current history teaching, as well as the adjustmentand response required by thehistoryteaching in order tomeet theneeds of thereform and development ofthecurriculum, so as toprovidesomereference forthe cultivation and improvement of students' historical and humanistic qualities in the historyclassroomteaching. 

        Based on the analysis of the three-year senior high school entrance examination in Fujian Province from 2017 to 2019, this paper reflects on the current history teaching. First of all, this paper discusses the life system of history test questions in Fujian Province. Based on the 2011 edition of compulsory education history curriculum standard, history textbook and provincial examination guidance, the system adheres to the proposition principles of ideological, basic, developmental, humanistic and epochal nature, embodies the education concept of educating people, changes from the previous knowledge idea to the ability idea, and gradually changes totheproblemidea. 

        In junior high school, the students' comprehensive performance of history disciplinequality is the integration of "knowledge and ability", "process and method",

"emotion, attitude and values", which coincides with the three-dimensional goal emphasized in the new curriculum standard 2011. Therefore, in the form of a list, this paper analyzes the examination of students' subject quality in Fujian history middle school from the following aspects: the process and ability to recognize and reappear historical knowledge, the process and ability to understand and obtain effective information from historical materials, the process and ability to use knowledge to solve problems, describe and interpret, and the correct emotions, attitudes and values Andselectedthequestiontypestoexplain. 

        Through the analysis of the examination questions in the history middle school,itcan befound thatthereis nocontradictionbetween theexaminationoriented education and the quality-oriented education. Both of them have the common goal of pursuing. They try to let the students master the basic knowledge and basic ability of the subject as much as possible. Therefore, in the actual teaching, it is advisable to take the realization of the quality-oriented education as the direction of the examination oriented education and guide the history teaching of the middle school examination with the quality-oriented education. In teaching practice, it must be clear that knowledge and ability are interdependent and cannot be biased. Ability is based on knowledge, and knowledge is represented by ability. Students' analysis, understanding and application ofhistorical materials are based on acertainknowledge reserve, while at the same time nurturing and strengthening the recognition and reappearance of historical knowledge. In the process of learning historical knowledge and ability, students internalize feelings, attitudes and values, and show them through their expression.The change ofthe history middleschool entrance examination forces to promote the transition from examination oriented education to quality-oriented education, reminds teachers to pay attention to training students to master the main knowledge in teaching, cultivate students' ability of recognition and reappearance, improve students' ability of understanding and using historical materials, cultivate students' ability of solving problems, describing and explaining, and develop students' correctemotions,attitudesandvalues.