New Curriculum Reading, Thinking, and Using. Grade 8 Math (Upper): Beijing Normal University Press

Author: Xiao Yiming
Publisher:
Publish Date: 2005-08-01
Features: Reading, thinking, using (、、) is the new research achievement in the international education field today and has now received high attention from domestic education and research experts. It is bound to bring about a revolution in secondary school teaching methods. "Reading" means transforming hard study into smart study, enabling students to fully grasp textbook knowledge; "Thinking" means helping students grasp the patterns of knowledge they have learned and develop their thinking skills; "Using" means equipping students with the ability to take comprehensive exams under the current examination system. The quality of teaching does not solely depend on teachers, textbooks, or teaching methods. These three aspects are merely external factors for improving teaching quality, while students' desire for knowledge and initiative are internal factors. Currently, many students study passively. Their learning methods are simple, outdated, and have a considerable degree of individuality and blindness. For example, previewing before class is an important step, as it directly affects the quality of the 45-minute class. However, due to students' poor independent learning ability, they only understand previewing as reading through the textbook. They rarely think about questions such as: What important knowledge points does the textbook convey? How to grasp the key and difficult points in the textbook? How to effectively break through these key and difficult points? How to use existing knowledge to form unique problem-solving techniques and ideas? Since students do not think sufficiently before class, they naturally become passive during the lesson, inevitably leading to situations where they are led around by the teacher and subjected to "lecturing without interaction," while losing valuable opportunities for participation and discussion. "Reading, thinking, using" starts from the perspective of learning, providing students with opportunities for thinking and practice, and helping them develop good learning methods, the ability to collect and process information, the ability to acquire new knowledge, the ability to analyze and solve problems, and the ability to express themselves in language and writing. The process of promoting the new secondary school curriculum standards is also the process of promoting "reading, thinking, using" among secondary school students. Therefore, the writing approach of the "Reading, thinking, using" series is unique. It draws on the strengths of others, shows ingenuity, focuses on practicality, incorporates the new achievements of junior high school teaching and research in recent years and the new characteristics of the junior high school entrance examination, and follows the overall principle of teaching, learning, and practice. Each subject is explained and trained in detail, with chapters as the core and sections as the focus, using the core to guide the overall explanation and training. Specifically, the "chapter" sections of this book include:
[Preview Self-Construction]: Summarizes the knowledge system, content background, ability requirements, and learning objectives of the chapter for students to preview before class, enabling them to enter the classroom with a clear understanding and purpose.
[Chapter Knowledge Integration]: Organizes and summarizes the key and ability points of the chapter according to the curriculum progress, helping students fully grasp the knowledge they have learned.
[Unit Topic Summarization]: Summarizes, refines, and extracts the key and ability points of the chapter according to the curriculum form, facilitating systematic review of the learned knowledge.
[Key Issue Summary]: Separates important issues in the chapter for concise explanations and problem-solving tips, helping students develop the ability to apply knowledge to similar problems.
[Pattern and Method Guidance]: Explains the problem-solving patterns and methods involved in the chapter, improving students' adaptability during exams.
[Junior High Entrance Exam Question Exploration]: Provides a detailed summary and explanation of the key points and past true questions related to the chapter in the junior high entrance exam, helping students gain a forward-looking understanding of the exam's trends and patterns.
[Unit Comprehensive Test]: Simulates "real combat" exercises to improve students' overall mastery of subject knowledge points, knowledge systems, and patterns, as well as their ability to flexibly apply knowledge.
[Olympiad Fun Exercises]: Offers opportunities for high-achieving and talented students with strong self-study abilities to encounter various competition and olympiad questions in daily practice, though the content is not extensive.
[Innovative Research Learning]: Based on students' exploratory learning, selects and determines research topics from life, allowing students to gain direct experience through hands-on practice, thereby cultivating their innovation and practical problem-solving skills.
[Reference Answer Tips]: Provides detailed answers to all intensive assessment questions and unit test questions, as well as solutions or analyses for easily mistaken, difficult, or novel questions.
Additionally, the book also includes special sections such as the Mid-term Comprehensive Test and the Final Comprehensive Test, which are provided for students to self-study, self-assess, and for teachers to evaluate teaching effectiveness.