People's Education Press New Curriculum Standard Grade 9 Chinese Synchronous Test and Evaluation

Author: Hu Mingdao, Editor-in-Chief
Publisher:
Publishing Date: 2005-06-01
Features: Top masters gather in a gathering of stars, a star-studded lineup. It is the sincere hope of this series that every middle school student can listen to the lectures and teachings of China's top masters. With an ultra-luxurious author lineup and a first-class book brand, the "Mind Revolution" series is the result of the painstaking efforts of hundreds of education experts, a crystallization of their shining wisdom. What factors influence learning performance? There may be many, but the core is thinking. Perhaps people don't think this way. They often say: "Interest is the best teacher." This is true. Let's ask further: how is interest generated? Short-term interest can come from encouragement and utilitarian needs, while long-term interest comes from the subject itself, from its inherent charm. So, why can the charm of a subject attract some people but not others? This is where the role of thinking comes in. Only with good thinking qualities can one appreciate the beauty and power of a subject, penetrate its essence and profound meanings, truly immerse oneself in it, and grasp its truth without misunderstanding, allowing useful and useless things to fill one's mind. To unlock the potential of thought and awaken the insight of learning, we need to undergo a "Mind Revolution" to improve our learning. Over the years, we have witnessed many students who study diligently, burn the midnight oil, yet fail to achieve ideal results. Why is there no reward for hard work? People have been asking and thinking about this question. Now, we have finally found the correct answer: some teaching methods do not fully recognize the role of thinking, do not understand its impact, and do not know how to influence it, causing thinking to drift outside of learning activities. Represented by experts such as Tian Hualan, Shen Wenda, Hu Mingdao, Cai Mingsheng, and Xu Qifu, although they specialize in different fields, they share a common belief: to bring thinking back to the center of learning activities and integrate it into every aspect of the learning process, thereby truly improving students' learning efficiency. As renowned educators, they design teaching methods, innovate teaching arts, and lead by example, guiding countless students into Tsinghua and Peking University, helping millions of students surpass themselves. With their substantial teaching achievements and significant academic influence, they have gathered together many distinguished teachers, state-level subsidy experts, winners of national high-quality lesson competitions, as well as tutors for top students and medal winners, supplemented by their lifelong experience, to create this series of books—"Mind Revolution".
The "Mind Revolution" series consists of three components: Synchronous Textbook Guidance (with English subjects in English-Chinese and detailed explanations), Synchronous Testing and Evaluation, and Mid (High) School Full-Process Review. The purpose of Synchronous Textbook Guidance is to help students effectively acquire basic knowledge, skills, and methods from relevant courses, resolving doubts and confusion in learning. The guidance is divided into basic units, synchronized with the curriculum, and each unit is categorized based on content into: Target Highlights, Pre-Class Preparation, Typical Example Solutions, and Learning Ability Tests. Here, there are clear goals with achievement tests; not only learning materials are provided, but the content aligns with the learning process; not only are key points explained, but learning methods are emphasized; not only is the focus on what to teach, but also on what to assess. In this series, we strive to create a scenario where your learning process becomes one of walking alongside renowned educators.
Synchronous Testing and Evaluation is a natural extension of Synchronous Textbook Guidance, meeting the needs of students for after-class exercises and self-assessment during mid-term and final exams. The comments include not only principles and methods but also techniques and experiences; they not only help you deepen your understanding of knowledge but also remind you of the details that determine success or failure. By reading these comments, our perspectives can be further broadened.
The Full-Process Review series is designed for the needs of entrance exams, divided into the first round and the second round for mid (high) school exams. The review focuses on showcasing the goals, trends, and directions of the mid (high) school exams, giving you a clear understanding and encouraging active exploration. Especially when helping you master exam content, it also emphasizes the infusion of exam experience, achieving a well-rounded development of exam content, strategies, and psychological preparation.
Perhaps people might ask, don't the three series and their components align perfectly with our basic learning process? Yes, this is precisely the principle we adhere to, reflecting the fundamental direction of curriculum reform. If not, how could it be called a "Mind Revolution"? The issue lies here: learning is originally a natural process, stemming from human curiosity and a part of human nature, yet it has been distorted by external pressures, unrealistic short-term actions, and piles of exam materials, obscuring the basic facts. Just as Marx's simple yet profound, ordinary yet great discovery: the basic fact that people must first eat, drink, live, and wear is obscured by complex ideologies. Therefore, we must return to our original state, restore learning to its true nature. This is the "Mind Revolution"!