Grade 9 Physics (Down) (Matched with Beijing Normal University Version) Comprehensive Application Innovation Questions · Classic New Curriculum

Author: Rong Deji
Publisher:
Publish Date: 2005-10-01
Features: In the fall of 2004, Teacher Rong Deji first publicly introduced the CETC learning method in the four major series of Rong De teaching aids—Pointing Out, Classic Pointing, Analysis, and Three Flavor Combination. It immediately garnered widespread attention and enthusiastic reception from readers across the country. Many wrote in to inquire and request materials, and Teacher Rong, despite his busy schedule, made every effort to provide further answers. Numerous readers expressed that the CETC learning method had given them the best solution to their long-standing dilemma between efficiency and methods. They no longer felt dejected in the face of poor grades, no longer appeared helpless in trying to improve their scores, and no longer became complacent after achieving good results, thus halting their progress. Because CETC aims to let students know that whether their grades are ideal or poor, the only result is that everyone still has their own gaps. These gaps may manifest obviously or subtly, some stem from fundamentals, while others relate to abilities. Therefore, students need not focus on scores or rankings; instead, they should identify their gaps, think about and eliminate them, which is the best learning method and will yield the best learning outcomes. This is CETC—leading students to start with "gaps."
The Reason for CETC's Popularity: The Gap Theory is Unique
C—Comprehension: Understanding and Absorbing, primarily targeting the listening stage. The omissions and doubts during the process of listening and consolidating knowledge are the gaps in this stage.
E—Exercise: Practicing and Consolidating, primarily targeting the after-class exercise stage. Incompleteness or incorrect answers to after-class exercises, i.e., during the application of knowledge, are the gaps in this stage, and they also detect gaps in the "Listening" stage.
T—Test: Assessing Gaps, primarily targeting the testing stage. Losing points, making mistakes, or encountering knowledge blind spots during stage tests are the gaps in this stage. It also includes the examination and training of answer techniques and methods, which are areas where gaps exist in learning. This stage serves as a comprehensive assessment of both the "Listening" and "Exercise" stages.
C—Counter-Measure: Measures to Address Gaps, this is the most critical part of the entire CETC cycle. It proposes measures to reduce and eliminate gaps detected in each stage (i.e., locking gaps), ultimately achieving zero distance. The essence and core of this theory are to grasp the gaps students encounter during listening, practice, and testing, rather than focusing solely on scores. Teachers should pay attention to and differentiate the gaps of each individual student, ensuring that every learning stage has a goal, a plan, and efficiency.
Strong Practicality in Practice, Providing Clear Learning Directions
During the learning process, students often waste valuable time hesitating because they don’t know where to start, leading to inefficiency and a blow to their confidence. Applying the CETC cyclic learning model, however, filters out the "gaps" in each learning stage, making it clear where to focus and how to choose the right learning methods and remedial measures. By identifying and eliminating gaps as quickly as possible with the least time, students achieve the highest learning efficiency. This is also the learning method and experience commonly proposed by top students from Peking University and Tsinghua University in their reflections on their learning.
Adapting to the Concept of Quality Education
Transforming score assessments into the cultivation of abilities is a highlight of quality education. Although we still strive for scores, the ultimate goal is to acquire, absorb, and apply knowledge. The CETC cyclic learning model guides everyone to use scientific and reasonable methods to acquire and apply knowledge, not overlooking any blind spots in abilities, and improving comprehensively and throughout the process. Quality education today aims to win scores with abilities. This is also the belief of CETC.
Deepening CETC in Rong De Teaching Aids in the Fall of 2005
The CETC learning method was loved by students from the moment it was introduced. Through in-depth research on the CETC learning method, to help teachers and students more easily and specifically enter the CETC cyclic learning model, the research team further introduced the "Rong De CETC Cyclic Learning Error Reflection Record." This was integrated into every section, lesson, after-class reinforcement exercise, unit test, midterm (final) test in the Rong De series of teaching aids. In other words, after completing a set of questions, students would discover their errors, which naturally arose because there were still "gaps" in their mastery of knowledge points and problem-solving techniques. The "Error Reflection Record" aims to make "gaps" explicit, record solutions, analyze the reasons for gaps, and indicate future learning directions. Every time you complete a set of questions, you will clarify your learning goals, and by doing so repeatedly, your learning will achieve the highest efficiency. Then, keep the Rong De teaching aids you have used and gather them together during midterm (final) or junior (senior) high school exam review. The "Error Reflection Record" in these books will become the most comprehensive, important, and need-to-review knowledge points. This is the new contribution of the CETC research team to all readers.
The "Special and Advanced Teachers' Pointing Out" series, structured according to the CETC cyclic principle, complements the knowledge explanation in the "C" part with essential knowledge, key and difficult points, easily mistaken and overlooked points, and comprehensive application and innovative thinking guidance. Through various thinking guidance methods, it internalizes the knowledge in the textbook, elevating it to comprehensive, applied, innovative, and junior (senior) high school exam thinking. It helps students understand and absorb various knowledge points from the foundation.
It complements the "E" part with A-sets (textbook tracking exercises) and B-sets (comprehensive application and innovative exercises) after each lesson, which are the practical application stages of the knowledge students have learned, examining their ability to apply knowledge through open-ended and exploratory questions.
It complements the "T" part with unit (whole chapter), midterm (final) test questions, assessing and locking gaps.
It complements the "C" part with the "Rong De CETC Cyclic Learning Error Reflection Record," which records, analyzes, solves, and archives the gaps locked in each stage. During midterm (final) or junior (senior) high school exam review, gather them together for one final large-scale search, not missing any gaps, and making gaps infinitely close to zero.
Using the "Pointing Out" in learning is like undergoing one cycle after another of CETC, naturally guiding you into the CETC cyclic learning model, improving your learning efficiency unconsciously, and helping you achieve your lofty goals.