辨析题,就是对试题提供的观点或现象,有辨有析,辨析结合,或有辨有评,辨评结合.这种题型是近几年来在判断说明题的基础上发展起来的一种新题型,是一种体现具体问题具体分析唯物辩证法方法论的好题型.它要求对试题中涉及的问题要进行判断、具体分析、说明理由、得出结论.这种试题一般难度较大,对考生的基础知识、认识水平、分析能力和解题技巧等方面要求较高,在高考中成为学生最为头疼的题型之一.为了帮助学生较好地掌握解答这种题型的方法,本人对近几年高考及有关资料上的辨析题进行了认真分析,总结归纳,找到了一条解答这种题型的有效途径.这种题型,一般考查的内容有:阶级本质;肯定中有否定,否定中有肯定;辩证的对立统一;问题的双重性;问题的多角度.这种辨析题的采用,对那种要么绝对对,要么绝对错的思维定势产生了巨大的冲击波.因此,要解答好辨析题,首先必须逐步培养正确运用阶级的、历史的、辩证的观点和对比的方法去观察问题、分析问题的能力.下面是本人培养学生解答这类题型的几点体会:一、关于阶级本质内容的考查 The analysis of questions is the analysis of the viewpoints or phenomena provided by the questions, which are discriminative analysis, analysis and analysis, or discrimination, evaluation and combination. This type of question is developed on the basis of judgment and explanation questions in recent years. The new question type is a good question type that concretely analyzes the materialist dialectics methodological method that embodies specific problems. It requires judgments, specific analysis, explanations of reasons, and conclusions to be drawn on the questions involved in the questions. Such questions are generally more difficult. The examinee’s basic knowledge, level of understanding, analytical skills, and problem-solving skills are highly demanding and become one of the students’ most troublesome questions in the college entrance examination. To help students better grasp the method of answering this question type, I A careful analysis of the analysis and analysis questions in the college entrance examination and related materials in recent years was carried out, and summed up and summed up, and an effective way to solve this type of question was found. This type of question generally examines the nature of class; there is negative in affirmation. There are affirmations in the negation, dialectical unity of the opposites, the dual nature of the problem, and the multiple perspectives of the problem. The adoption of this sort of analysis questions has created a huge shock wave for thinking that is either absolutely or absolutely wrong. In order to answer well-analyzed questions, we must first gradually cultivate the ability to use class, historical, dialectical, and comparative methods to observe problems and analyze problems. The following are some of my experiences in cultivating students to answer such questions: I. Examination of the nature of the class