New Curriculum Reading, Thinking, and Using. Grade 8 Chinese (Upper Half): Chinese Edition

Author: Chen Shiwen and Wang Lan (editors)
Publisher:
Publishing Date: 2005-08-01
Features: Reading, thinking, using (Read, think, use) is the new research achievement in the international field of education 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 studying into smart studying, enabling students to fully grasp textbook knowledge; "Thinking" means helping students grasp the laws of the knowledge they have learned and cultivate their thinking skills; "Using" means equipping students with the ability to use comprehensive abilities and qualities to take exams under the current examination system. The level of teaching quality is not entirely determined by teachers, textbooks, or teaching methods. The above three aspects are only 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, backward, 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. As for questions such as what important knowledge points the textbook conveys, how to grasp the key and difficult points in the textbook, how to effectively break through these key and difficult points, and how to use existing knowledge to form unique problem-solving skills and ideas, they rarely think about them. Since students do not think sufficiently before class, they naturally become passive during the lesson, inevitably leading to being led around by the teacher and "cramming" in class, while losing valuable opportunities for participation and discussion. "Read, think, use" 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 the process of promoting the "read, think, use" of secondary school students. Therefore, the writing approach of the "Read, think, use" 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 explains and trains in depth and detail, with sections as points, chapters as surfaces, and points guiding surfaces. Specifically, the "Unit" sections of this book include:
Pre-class Self-Construction: Summarizes and refines the knowledge system, content background, ability requirements, and learning objectives of this chapter for students to preview before class, enabling them to go into the lesson with a clear mind and a targeted approach.
Junior High School Entrance Examination Question Exploration: Provides a detailed summary and explanation of the key points and past true questions related to this unit in the junior high school entrance examination, helping students gain a forward-looking understanding of the examination trends and patterns during synchronous learning.
Unit Comprehensive Test: Simulates "real combat" exercises to improve students' overall mastery of subject knowledge points, knowledge systems, and regularities, as well as their ability to flexibly apply knowledge in subjects.
Answer and Hint Suggestions: Provides detailed answers to all intensive assessment questions and unit test questions, as well as hints or analyses for easily mistaken, difficult, or relatively new questions.
The "Lesson" sections of this book include:
Learning Objectives: Lists learning objectives from knowledge and skills, processes and methods, emotions, attitudes, and values, helping students clarify learning requirements and goals, enabling them to go into the lesson with a clear mind.
Learning Method Guidance: Offers guidance on learning methods for this lesson, helping students quickly grasp the key points of the lesson.
Text Introduction: Explains the writing background and understanding of the title related to this lesson, facilitating effective preview before class.
Text Explanation: Provides detailed explanations of words, sentences, and paragraphs in the text, helping students study the text independently and quickly master the basic content of the lesson, enhancing learning effectiveness.
Key Point Analysis: Offers detailed analysis of some key points and difficult-to-understand content in the text, helping students focus on mastering the key and difficult points.
Information Retrieval: Explains the author of this lesson and their related works, helping students grasp the author's writing intentions and better understand the text.
Intensive Assessment: Selects an appropriate number of exercises to help students fully grasp and consolidate and improve the knowledge points learned in this lesson.
In addition, this book also specially includes sections such as Mid-term Comprehensive Test and Final Comprehensive Test for students' self-study, self-assessment, and reference for teachers to evaluate teaching effectiveness.