Hogwarts: A Chinese-Style Professor

Chapter 115 Hermione's Question

"This is--?"

The students eagerly accepted the book cover-like object handed to them by Li Wei, bowing in gratitude—just by looking at the flowing cover on the book cover, they knew it was something akin to a gift.

"I made an alchemical tool, and you are the first students to use it. I put a little thought into the cover as a gift for you."

The first one to open it was seventh-grade student Pas.

After seeing the options on the handbook, he let out a soft "hmm" and decisively chose NEWT practice questions. After reading the questions, he immediately started using his wand as a pen to answer them.

Other students weren't as bold and uninhibited as him.

Each of them held the alchemical tool, examining it carefully and pondering Li Wei's intention in giving them it.

Seeing that they seemed to be waiting for him to speak before opening the book, and wanting to see their reaction, Li Wei had no choice but to begin explaining the book's functions.

"So with this practice problem guide, we'll never lack practice problems again?"

Every student seemed very excited when they heard this—they were all the best students in their grade, and studying had never been a burden for them.

With this learning guide, their learning will be much more convenient and efficient.

Furthermore, after Li Wei optimized the practice question guide, it no longer requires students in the study group to manually add incorrect options.

Modern practice question guides can automatically summarize answers from the information entered by Li Wei, and can also identify which incorrect questions are valuable and which are worthless from students' wrong options, and replace them accordingly.

The group members continued to work with the handbook in their hands, trying to answer the questions and exclaiming in surprise.

"Professor, are you going to distribute this practice problem-solving guide to all students?"

Herman felt a sense of crisis.

Her greatest strength was theoretical learning, which was the guarantee that she was able to get ahead of other students by a large margin.

If every student had a study guide, her own advantages would be greatly diminished.

"Well, I plan to test it out internally for a few days first. Once I'm sure the functions of this guide are perfect, I'll roll it out to students in all seven grades."

He pretended not to notice Hermione's somber expression and continued:

"This is my first group meeting since I woke up, and I imagine each of you has some questions in your minds."

As before, from lower grades to higher grades, each student will share their recent struggles with learning magic.

As for the rest of the time, please help me test the functions of this guide. If there are any obvious problems, I can fix them on the spot.

The students nodded.

The first to speak was Ginny, a first-grader.

"Professor, I have been practicing the basic spells in the direction you have given me. I think I have understood and memorized the theory of the nine basic spells, but my progress is still not ideal."

I'd like to know if there are any methods that can help me complete this process faster through a lot of repetitive practice?

This is a question that is common to students below the third grade, so they did not speak rashly.

The older students were also unable to answer this question because Levi didn't let them learn spellcasting theory from scratch, but instead made them continue learning magic according to their existing concepts.

Finally, after hesitating for a moment, Cedric, a fourth-grader, spoke up:
"The professor has explained the key points of the first stage of spellcasting very clearly, if you are sure you have memorized all the necessary theory."

What remains is indeed a lot of repetitive practice—which is exactly what you're asking about.

Personally, I believe that to achieve faster progress from a lot of repetitive practice, one should incorporate their own thinking and understanding. The theories the professor teaches us are actually his thoughts and views on magic.

We cannot simply memorize what he says in his books and in his daily life; rather, we must learn to think like the professor and try to understand magic using his ideas and way of thinking.

Just like the same thing—repeatedly casting a spell—the effect is definitely different depending on whether you think about it, compare it, summarize it, and do it with your own will each time you cast it.

Dozens of repetitive spellcasting without thinking are far less effective than a single conscious spellcasting practice.

After listening, Ginny nodded thoughtfully—generally, in group meetings, if Professor Li Wei did not correct other students' answers, it meant that what they said was correct.

"Thank you, Senior Cedric."

"You're welcome—I'm just expressing my own superficial opinion."

Hermione, a second-year student, hesitated for a moment before speaking:
"I actually have similar doubts about this."

I believe my theory is very solid, and I practice very diligently, so why is my spell-skill improvement still so slow?
Is it because I'm thinking in the wrong direction?

Upon hearing Hermione's question, no one rushed to speak.

After spending several months together, putting everything else aside, Hermione is theoretically definitely ahead of her grade level. No one would arbitrarily assume that the problems she encountered were due to a lack of solid theoretical knowledge or insufficient thought during practice.

Moreover, her [35-second] assessment score was extremely outstanding among the seven grades; even among the third-year students, none could match her.

Ultimately, they all turned their attention to Li Wei—this was a problem that only the professor could solve.

"Hmm—I think you've improved very quickly, Hermione, much faster than the other students."

Li Wei spoke first.

Hermione was pleased to hear this, but thinking of Harry's recent expressions in class and yesterday's assessment, she still frowned and said:

"I just had the advantage of starting to study seriously earlier than them—it's just a little cleverness, Professor—what I hope for is—"

No—Hermione.

Li Wei unusually interrupted the student's speech.

"This is by no means a clever trick."

He shook his head and waved his wand.

Nine stone pillars slowly rose behind him—the objects on them were familiar to everyone; they were the assessment tools for the Duel Club.

"How about this? I'd like you to conduct another test in front of all of us, but this time, I'll put the timer away."

"A test?" Hermione hesitated. "It's possible, but what would be the point?"

"It doesn't need to be meaningful—I just hope you can do it again, give it your all, and show the results of your hard work over the past few months, okay?"

“If you wish—I will, Professor!”

Hermione has nothing to be afraid of.

Her grades were already among the best in the second year, only ten seconds behind Harry.

There's nothing embarrassing about doing it again in front of the group members.

(End of this chapter)