Grade 7 (First Semester) (English Textbook) (People's Education New Target) - English-Chinese Contrast and Explanation - Revolutionary Thinking

Author: Xu Qifu
Publisher:
Publish Date: 2006-04-01
Features: What are the factors that affect learning performance? There are many, but the core is thinking. Perhaps people don't think this way. They often say: "Interest is the best teacher." That's true. Let's ask further: How does interest arise? Short-term interest can come from encouragement and utilitarian needs, while long-term interest comes from the subject itself, from the charm of the subject. So, why can the charm of a subject attract some people but not others? This is the role of thinking. Only with good thinking qualities can one perceive the beauty and power of the subject, penetrate its essence and subtle meanings, truly immerse themselves in it, and grasp its truth without falling into superficial understanding, allowing both useful and useless things to clutter the mind. To unlock the potential of thought and awaken the wisdom of learning, we need to undergo a "thinking revolution" to improve our learning. For years, we have witnessed many students who study diligently, burn the midnight oil, yet fail to achieve ideal results. Why is there no reward for hard work? People have been asking and contemplating this question. Now, we have finally found the correct answer: some teaching methods lack an understanding of thinking, do not grasp its role, and even do not know how to influence it, causing thinking to drift outside of learning activities. Represented by experts and scholars such as Tian Hualan, Shen Wenda, Hu Mingdao, Cai Mingsheng, and Xu Qifu, though they specialize in different fields, they share a common belief: to bring thinking back to the center of learning activities and integrate it into every aspect of the learning process, thereby truly improving students' learning efficiency. As master teachers, they have designed teaching methods, pioneered teaching arts, and led by example, guiding countless students into Tsinghua and Peking University, helping millions of students surpass themselves. With their substantial teaching achievements and significant academic influence, they have gathered together many distinguished teachers, state-level subsidy experts, winners of national high-quality lesson competitions, as well as tutors for top-scoring students and medal winners, supplementing their lifelong experience to create this book—"The Thinking Revolution."
The Thinking Revolution consists of three series: Synchronous Textbook Guidance (with English subjects in English-Chinese and detailed explanations), Synchronous Testing and Evaluation, and Mid (High) School Comprehensive Review. The purpose of Synchronous Textbook Guidance is to help students effectively acquire basic knowledge, skills, and methods from relevant courses, resolving doubts and confusion in learning. The guidance is divided into basic units, synchronized with the curriculum, and each unit is categorized based on content into: Target Highlights, Pre-Class Preparation, Detailed Solutions to Typical Examples, and Learning Ability Tests. Here, there are clear goals with achievement tests; learning materials that align with the learning process; explanations of key knowledge points with emphasis on learning method guidance; and a focus not only on what to teach but also on what to assess. In this series, we strive to create a scenario where your learning process becomes one of walking alongside master teachers.
Synchronous Testing and Evaluation is a natural extension of Synchronous Textbook Guidance, meeting the needs of students for post-class exercises and self-assessment during mid-term and final exams. The comments include not only principles and methods but also techniques and experiences; they not only help you deepen your understanding of knowledge but also remind you of the details that determine success or failure. By reading these comments, you can further broaden your horizons.
The Comprehensive Review series is designed for the needs of entrance exams, divided into the first round and the second round for Mid (High) School exams. The review focuses on showcasing the goals, trends, and directions of the exams, giving you a clear understanding and encouraging active exploration. Especially when helping you master exam content, it also emphasizes the infusion of exam experience, achieving a well-rounded development in exam content, strategy, and psychology.
Perhaps people might ask, don't the three series and their components align perfectly with our basic learning process? Yes, this is precisely the principle we uphold, reflecting the fundamental direction of curriculum reform. If not, how could it be called a "thinking revolution"?
The issue lies here: learning is originally a natural act, arising from the human need for knowledge and a part of human nature, yet it has been distorted by external pressures, unrealistic short-term actions, and piles of exam materials, obscuring the basic facts. Just as Marx's simple yet profound, ordinary yet great discovery: the basic fact that people must first eat, drink, live, and wear is obscured by a.
Therefore, we must return to our roots and restore learning to its original form. This is the "thinking revolution"!