New Curriculum Reading, Thinking, and Practice - Grade 9 Mathematics (Upper) · Beijing Normal University Press

Author: Hu Junmin / Su Yonghua (editors)
Publisher:
Publish Date: 2005-06-01
Features: The new curriculum focuses on awakening, developing, and enhancing students' potential to promote their autonomous growth; it emphasizes students' holistic development, fostering harmonious progress in cognition, emotions, attitudes, and skills; it pays attention to students' life world and unique needs, encouraging distinctive development; and it addresses students' lifelong learning aspirations and the formation of their abilities, promoting sustainable development. Ultimately, the current experimental textbooks for compulsory education, based on the Full-time Compulsory Education Curriculum Standards formulated by the Ministry of Education, place greater emphasis on quality-oriented education. How to implement quality-oriented education in classroom teaching and truly enhance students' qualities through education is a question of concern and exploration for the entire education community and society. Facing the new curriculum, we must learn to adopt new learning methods—autonomous learning, cooperative learning, and inquiry-based learning. To this end, we have organized renowned curriculum developers and frontline senior and advanced teachers from key secondary schools to write this series of books based on the new textbooks, striving to integrate the three learning methods mentioned above. This series breaks away from the outdated appearance of traditional synchronous teaching aids, combining synchronous teaching with the requirements of the new junior high school entrance examination. While focusing on mastering basic knowledge through synchronous learning, it emphasizes guidance in thinking methods and, more importantly, cultivates students' abilities to analyze and solve problems. The content and chapter structure of the series are fully aligned with the new textbooks, strictly synchronized with lessons, and carefully selected unit section exercises and unit (chapter-end) learning assessments are included. These exercises, with moderate difficulty, together with mid-term and final examination questions, form a three-tier testing system that conforms to the principles of quality-oriented education, allowing students to conduct time-efficient and comprehensive training from multiple perspectives, truly achieving the goal of improving overall quality.