Traditional analysis methods are used for deep completion.

Historical data analysis is a subjective subject with the characteristics of historical discipline. Its purpose is to enable students to find, obtain and sort out effective information from historical materials that they have never learned, and then combine what they have learned, so as to form the corresponding ability to understand, evaluate and analyze problems. But students often find this kind of problem difficult and don't know how to start. In order to improve students' ability to analyze historical materials, we can start from the following aspects.

First, we should carefully analyze the problem set and avoid looking at the materials before analyzing the problems.

The traditional method of analyzing the material problem is to look at the material first and then analyze the problem. If the materials provided are difficult to understand, especially classical Chinese and translated foreign language materials, students are often difficult to understand, do not know what to say, and have no way to start. But questions can often provide us with relevant information. If you look at the problem first, you can master the specific requirements of setting the problem, such as background, reason, real purpose, proposition, evaluation, harm and influence. We can read materials with "question information" in a targeted way, so that by analyzing the set questions, we can clearly understand what we should answer and what "question information" we should pay attention to when reading materials, which can be said to save time and effort, especially in the senior high school entrance examination.

Second, read the comprehension materials carefully.

Be sure to search for "problem information" from the provided materials as much as possible, that is, the process of "material processing". This is one of the key steps in analyzing material problems. We must learn to find the breakthrough point to solve problems from the contents reflected in the materials, such as time, place, people, events, etc. If a given material has a written source, then the source can also provide us with the information we need, which will lay the foundation for us to get the answer by combining materials and teaching materials in the next step.

Third, we should closely combine the content of teaching materials and transfer knowledge, and avoid relying solely on the materials provided to answer questions.

It is an important feature of material analysis to sort out the materials outside the book and the answers inside the book. Each question corresponds to a knowledge point. After obtaining the analysis materials and extracting the effective information, we must combine what we have learned from the teaching materials, combine the teaching materials with the materials, complete the knowledge transfer, and further screen the effective information from the relevant knowledge to avoid paying attention to one thing and paying attention to the other.

Fourth, when summing up the answers, we should ask questions carefully and accurately, and pay attention to clear and concise words.

The ultimate goal of material processing and knowledge transfer is to use materials and learned content to explain and demonstrate related problems, that is, to analyze and solve problems. We should first further review and approve the problem set. Then, combine the effective information extracted from the materials and the learned historical knowledge to answer the question of topic setting. Answer whatever you ask, don't answer irrelevant questions. In writing expression, we should also pay attention to concise language, accurate expression, and reflect the logic and theme of the answer.

If we can do the above, the problem of historical data analysis will be solved.