Grade 9 Chinese - Lower. Comprehensive Application and Innovation Questions · Classic Points New Curriculum (Matched with Jiangsu Education Edition)

Author: Shi Wenying
Publisher:
Publish Date: 2005-10-01
Features: CETC Causes Strong Response
In the fall of 2004, Teacher Rong Deji first publicly introduced the CETC learning method in the Rong De Teaching Aids Series, which includes the four major series: Insight, Classics, Analysis, and Three Flavors Combination. This 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 in their letters that the CETC learning method had given them the best solution to their long-standing dilemma between efficiency and methods. They no longer felt discouraged by 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 regardless of whether their grades are ideal or poor, the only result is that everyone still has their own gaps. These gaps may be obvious or subtle, some related to fundamentals, while others stem from abilities. Therefore, students no longer need to 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."
Why CETC is Popular: The Gap Theory is Unique
C——Comprehension: Understanding and absorbing knowledge, primarily targeting the listening stage. The gaps in this stage are the omissions and doubts that arise during the process of listening and consolidating knowledge.
E——Exercise: Practicing and consolidating, primarily targeting the after-class exercise stage. The problems that cannot be solved or are solved incorrectly during after-class exercises, i.e., the application of knowledge, represent the gaps in this stage. At the same time, they also test the gaps in the "Comprehension" stage.
T——Test: Assessing gaps, primarily targeting the testing stage. Losing points, making mistakes, or encountering knowledge blind spots during stage tests are gaps in this stage. This also includes the examination and training of answering skills and methods, which are areas where gaps exist in learning. This stage serves as a comprehensive assessment of the "Comprehension" and "Exercise" stages.
C——Counter-measure: Response measures, this is the most critical part of the entire CETC cycle. It proposes measures to reduce and eliminate the gaps detected in each stage (i.e., locked gaps), ultimately achieving zero distance. The essence and core of this theory is to grasp the gaps that students encounter during listening, practicing, 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.
High Practicality in Practice, Providing Clear Learning Direction
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 cycle 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 when summarizing their learning experiences.
Adapting to the Concept of Quality Education
Transforming score assessment into the cultivation of abilities is a highlight of quality education. Although we are still striving for scores, the ultimate goal is to acquire, absorb, and apply knowledge. The CETC cycle learning model guides everyone to use scientific and reasonable methods to acquire and apply knowledge, without overlooking any blind spots in abilities, improving comprehensively and throughout the process. Quality education today aims to win scores through abilities. This is also the belief of CETC.
Deepening CETC in the Fall of 2005 by Rong Deji Teaching Aids
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 cycle learning model, the research team then launched the "Rong Deji CETC Cycle Learning Error Reflection Record," 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 arise because there are still "gaps" in their grasp of knowledge points and problem-solving methods. The "Error Reflection Record" aims to make the "gaps" explicit, record solutions, analyze the reasons for the 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) and college entrance (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 the readers.
The "Insight" series by Special and Senior Teachers and the CETC "Insight" series are structured according to the CETC cycle principles. The C part, which accompanies the knowledge explanation, includes must-remember 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 college entrance (senior high school) exam thinking. It helps students understand and absorb various knowledge points from the foundation. The E part, which accompanies the content, includes A volumes (textbook tracking exercises) and B volumes (comprehensive application and innovative exercises) after each lesson, serving as the practical application stage for the knowledge learned. They examine and test the ability to apply knowledge through open-ended and exploratory questions. The T part, which accompanies the content, consists of unit (whole chapter), midterm (final) test questions, assessing and locking gaps. The C part is accompanied by the "Rong Deji CETC Cycle Learning Error Reflection Record," which records, analyzes, solves, and archives the gaps locked in each stage. During midterm (final) and college entrance (senior high school) exam review, gather them together for one last major sweep, leaving no gaps unaddressed, and making the gaps approach zero infinitely. Using the "Insight" in learning is like undergoing repeated cycles of CETC, naturally guiding you into the CETC cycle learning model and improving your learning efficiency without realizing it, helping you achieve your lofty goals.