Mind Revolution. Gaokao (Chinese) First Round

Author: Hu Mingdao, Editor-in-Chief
Publisher:
Publish Date: 2005-06-01
Features: The "Mind Revolution" series, with majestic momentum, assembles renowned educators from around the world. From the vantage point of educational innovation and the core of the need for a revolution in thinking, it guides Chinese education, enlightens students, and imparts knowledge. The "Mind Revolution" series draws from the strengths of various schools, introducing the influential educational philosophy of Hu Mingdao, the renowned senior teacher and former chair of the National Chinese Language Teaching Reform Project Committee, whose approach has captivated the Chinese educational landscape. It reflects the reform ideas of Yu Yingchao, a famous senior Chinese language teacher and former director of the Jingzhou Chinese Language Teaching Research Institute, who has published over 1,200 reform papers. It incorporates the lifelong teaching experience of Tian Hualan, a famous senior mathematics teacher and recipient of the State Council Special Allowance. It adopts the latest teaching perspectives of Pei Guangya, a renowned secondary school mathematics teaching expert and trainer for the National Core Teacher Training Program. It applies the research findings of Xu Qifu, a famous secondary school English teaching expert and subject leader of the "Junior High School Entrance Examination Standards and Implementation Program," a key project under the National Education Science "15th Five-Year Plan." It reveals the unique teaching methods of Yin Yibing, a famous senior chemistry teacher at Huashi No.1 High School and coach for International Olympiad gold medalists. It summarizes the core teaching philosophy of Shen Wenda, a famous senior physics teacher who has mentored over 40 students to win first, second, and third prizes in national secondary school physics competitions. It showcases the compelling teaching models of Wang Xiansheng and Wu Xiaohong, renowned senior teachers at Huanggang High School, whose influence is awe-inspiring. What factors influence learning performance? Many, but the core is thinking. Perhaps people don’t see it this way—commonly said: "Interest is the best teacher." This is true. But let’s ask: how does interest arise? Short-term interest may 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 but not others? This is the role of thinking. Only with good thinking qualities can one perceive the beauty and power of a subject, penetrate its essence, and truly grasp its truth, avoiding confusion and filling one’s mind with both useful and useless information. To unlock the potential of thought and awaken learning insight, we must undergo a "Mind Revolution" to improve our learning. For years, we have witnessed many students studying diligently day and night but achieving unsatisfactory results. Why is there no reward for effort? People have long questioned and pondered this. Now, we have finally found the correct answer: some teaching methods lack an understanding of thinking, do not grasp its role, 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, who lead in different fields but share a common belief—to bring thinking back to the center of learning activities and integrate it into every aspect—these scholars truly enhance students' learning efficiency. As renowned educators, they design teaching methods, innovate teaching arts, and lead by example, guiding countless students to Tsinghua and Peking Universities and helping millions surpass themselves. With their substantial teaching achievements and significant academic influence, they have gathered together senior teachers, State Council Special Allowance recipients, winners of national quality lesson competitions, and coaches of top students and medalists, enriching the series with their lifelong experiences. Thus, the "Mind Revolution" was born. The "Mind Revolution" consists of three series: Synchronous Textbook Guidance (English includes bilingual explanations), Synchronous Testing and Evaluation, and Comprehensive Review for Middle (High) School Exams. The purpose of Synchronous Textbook Guidance is to help students effectively acquire basic knowledge, skills, and methods from relevant courses, resolving doubts and confusion. Divided into basic units in sync with the curriculum, each unit is structured as follows: Target Focus, Pre-Class Preparation, Typical Example Solutions, and Learning Ability Tests. Here, clear goals are set, with corresponding achievement tests; learning materials are provided in alignment with the learning process; key knowledge points are explained, with emphasis on learning strategies; and teaching content is balanced with exam preparation. This series aims to create a scenario where your learning journey becomes a collaboration with renowned educators. Synchronous Testing and Evaluation extends the Synchronous Textbook Guidance, meeting the needs of post-class exercises and self-assessment for mid-term and final exams. The comments include not only principles and methods but also techniques and experiences; they enhance your overall understanding of knowledge while reminding you of the details that determine success or failure. Reading these comments further broadens our perspective. The Comprehensive Review series is designed for exam preparation, divided into two rounds: the first for middle school exams and the second for high school exams. It highlights the goals, trends, and directions of the exams, giving you a clear understanding and proactive exploration. Especially while helping you master exam content, it emphasizes exam-taking experience, achieving a well-rounded development in exam content, strategy, and psychology. People might ask: don’t the three series and their components align perfectly with our basic learning process? Yes, this is the principle we adhere to, reflecting the direction of curriculum reform. If not, how could it be called a "Mind Revolution"? The issue lies here: learning is inherently natural, stemming from the human need for knowledge and a part of our nature. Yet, it is distorted by external pressures, unrealistic short-term actions, and piles of exam preparation materials, obscuring the fundamental truth. Just as Marx’s simple yet profound, ordinary yet great discovery—that people must first eat, drink, and wear—was obscured by complex ideologies. Therefore, we must return to the essence and restore learning to its original form. This is the "Mind Revolution"!