To be concrete, each subject's teaching team leader, based on the learning situation and the trend of the Senior High School Entrance Examination questions, formulated the new lesson teaching and review preparation plans for the ninth grade, accurately grasping the direction of later teaching. Correspondingly, the ninth grade teaching team leader meeting laid a solid foundation for the graduation class teaching work. For instance, the Chinese group focused on reading and basic knowledge modules, clearly strengthening reading and recitation training to consolidate students' knowledge foundation, and providing differentiated guidance to improve answering skills; the mathematics group proposed the goal of 'strengthening the basics and breaking through difficulties', proposing to use the method of classifying questions for review, summarizing methods, and training with variant types of questions as the starting point to help students build a systematic knowledge system; the English group emphasize the three major sections of listening, reading, and writing, formulating a step-by-step improvement plan of daily listening and reading, grammar special breakthrough and contextualized writing training. In the meantime, the physics and chemistry group highlighted experimental exploration and the cultivation of knowledge transfer abilities, planning to strengthen students' logical thinking and practical innovation ability through tracing back to the real questions, thus providing group practical operation guidance for students' experimental training; Also, the politics and history groups closely followed the hot topics, building a 'time-space axis + knowledge points' memory framework, using topic sorting and answering standard guidance to enhance students' comprehensive analysis and standardized answering abilities.

In addition, consistent pace and unified thinking are necessary for precise policy implementation. Accordingly, at the meeting of all teachers of Grade 9, Director Hu Sen delivered a special report titled 'Staying True to the Principles, Innovating, Targeted Breakthrough - Empowering High-Quality Sprint of Graduation Class Teaching'. Together with the entire Grade 9 teaching team, he discussed strategies for the final exam preparation. Specifically, Director Hu comprehensively analyzed the current teaching situation, student conditions, and the direction of the final exam, clearly pointing out the key points and difficulties in the current teaching work. By addressing common problems across various subjects, Director Hu proposed a preparation direction of 'Focusing on the basics, breaking through difficulties, and enhancing capabilities', putting forward a series of practical and feasible preparation measures around key issues such as 'How to improve classroom efficiency', 'How to optimize homework design', and 'How to do a good job in student psychological counseling'. Moreover, Assistant Principal Li Ping clearly required that all teachers should engage in teaching work with a high sense of responsibility, not only focusing on details but also paying attention to the physical and mental health of students, uniting the efforts of the teaching team, and fully supporting students in preparing for the final exam.

Last but not the least, the road to exam preparation required not only solid knowledge reserves but also strong psychological support. Therefore, the Junior High School Department of the east campus has specially designed a theme-based psychological counseling class for all ninth-grade students, helping them relieve the pressure of entering senior high school and adjust their exam preparation mindset. In class, Zhao Yu, the teacher of the psychology subject, combined the current learning and living situation of the ninth-grade students and explained the root causes of stress in an easy-to-understand way, guiding the students to face their inner anxiety and unease. Besides, teacher Zhao introduced the :Yerkes-Dodson Law' and explained the relationship between the intensity of stress and learning efficiency through vivid examples, making the students understand that 'moderate stress is the driving force for progress', and sharing practical stress reduction methods such as breathing regulation, mindfulness meditation, and emotional expression. Later on, in the 'Draw Your Life Navigation Map' activity session, the students meticulously drew short-term exam preparation goals, long-term life ideals, and the specific paths to achieve those goals. Evidently, not only did every stroke and line represent a beautiful vision for the future but also a re-planning of the current learning life.

In a nutshell, we should advocate continuous thinking and unwavering action. More remarkably, a series of solid preparatory measures have clarified the direction and gathered the strength for the ninth grade teaching work. Thus, it's believed that with the joint efforts of all teachers and students, the ninth grade students of the Junior High School Department of the east campus will surely be able to sail smoothly on the examination battlefield, achieving even greater success!