由于长期形成的中学教学活动围绕高考“指挥棒”转的传统的存在，高中新课程实施后出现新课改和高考应试“两张皮”的现象。在新课改中，如果高考滞后，那么新课程的理念便不能实现，新课改也将流于形式，因而高考及其评价直接制约着新课改的深入开展，决定了新课改能否成功。因此，加强高中历史新课程改革与历史高考契合互动关系研究，促使二者优化、良性循环，具有非常重要的理论意义和现实意义。本文基于历史学新课程改革，在文献综述和问卷调研的基础上，研究高考评价如何体现新课程的基本理念以及对三维目标的达成程度，研究高考实行的纸笔考试不能完全体现新课改理念之处，由此揭示了高中历史新课改与高考存在既对立冲突又和谐统一的辩证关系，进而提出历史新课改与高考契合互动的对策，即探索纸笔考试如何突破传统的弊端，吸纳新课程评价机制的有益成分，使之适应新课程改革的需要，使纸笔考试最大限度地体现新课程特点的考查功能，推动新课改的深入发展。探讨如何构建新课程下的科学的评价体系以及教师如何在教学层面挖掘课堂教学与高考评价的互动因素，力图实现课堂教学改革与高考评价的有机结合，从而提高教学效益，全面提升学生的综合素质。以期以新课程改革引领高考改革，以高考改革促进新课程改革的深入开展，力求二者契合互动，从而推动历史新课改与高考的最大优化，实现“双赢”。本文共六章内容。第一章为绪论。主要概述了选题背景、国内外研究现状、研究内容和意义，设计了研究思路和方法。第二章为调查和分析。主要就历史新课程改革和高考历史试题评价等问题向学生进行了问卷调查和教师访谈，并进行了简要分析，为研究提供了直接依据。第三章为历史新课程改革与高考互动关系的分析。主要分析了二者既存在和谐统一的一面，也存在着矛盾对立的一面。第四章为对策与建议。主要从观念、课堂教学、学业评价和高考制度改革等方面提出了新课程改革与高考契合互动的对策和建议。第五章为案例研究。展示了教学实践中运用史料进行探究式学习、构建生命课堂和历史习作课的两个案例，并从理念到教学改革实践方面进行反思。第六章为总结和展望。就本文的研究进行了简要总结，展望了前景。

Due to the long tradition of teaching activities in the middle school adapting themselves to the requirements of the College Entrance Examination (CEE), the new curriculum reform and the preparation for CEE seem to be two quite separate and remote matters though the former is implemented. The ideas of the new curriculum reform cannot be realized if CEE lags behind, which will lead the new curriculum reform to be mere formality. Therefore, CEE and its evaluation directly affect the further development and decide the outcome of new curriculum reform. Therefore, it is of great significance both theoretically and realistically to make a deep research into the interactive relationship between the new curriculum reform on high school History and CEE, and to improve both and to achieve a virtuous cycle between them. Based on the new curriculum reform on History，the literature review and questionnaire survey, this paper researches into how the evaluation of CEE embodies the basic concepts of the new curriculum and the degree to which it has reached the 3 D target. By asserting that the written exams of CEE cannot totally represent the new ideas of the curriculum reform, this paper throws a light on the dialectical relationship which is both conflicting and consistent between the CEE and new curriculum reform. It then puts forward the solutions to make the two accord with each other. That is to say, it researches into how to enable the written exams of CEE to fulfill the new curriculum reform’s function of inspecting students and promote its development, by means of finding out the disadvantages of the traditional written exams and taking in the beneficial part of the new curriculum evaluation mechanism. This paper discusses how to establish a scientific evaluation system of the curriculum and how the teachers can make use of the interactive factors between teaching activities and the CEE evaluation during the teaching, and tries to combine effectively the new curriculum reform and CEE evaluation, in order to improve the quality of teaching and enhance the students' comprehensive qualities. The best results, the paper suggests, would be that the new curriculum reform guides the CEE reform, the CEE reform promotes further development of new curriculum reform, and the two are tunefully interactive. In this way, the advantages of both the new curriculum reform on History and the CEE will be maximized, thus a "win-win" is achieved.The paper consists of six chapters. Chapter One is the introduction, which deals with the research background, research status at home and abroad, the content and meaning of the research, and research methods. Chapter Two is the survey and analysis. It mainly analyzes the questionnaires filled out by the students and the interviews with the teachers on the new curriculum reform on History and the evaluation of CEE history exam paper, which provides a direct basis for this research. Chapter Three is the analysis on the interactive relationship between the CEE and the new curriculum reform on History. It discusses both the consistent and conflicting sides of their relationship. Chapter Four is the measures and suggestions. It offers solutions and suggestions from the aspects such as the concepts, classroom teaching and reform. Chapter Five is the case study. It exhibits two cases of teaching practices in the use of historical materials to achieve inquiry-based learning, in creating active class atmosphere and instructing the students in history composition writing, as well as makes some reflection on both the concepts and the practice of the teaching reform. Chapter Six is the summary of the research and the outlook on the future. A brief summary of the research and a look into the future is presented in this chapter.