To further advance the "Fule Experimental Middle School 2025-2027 Three-Year Plan for 'Classroom Teaching and Education'" and implement the "Critical Thinking Classroom? Active and Flexible Teaching" instructional model, Fule Experimental Middle School in Mianyang recently held a winter break collective lesson preparation activity for non-graduating classes at its Shenjiaba campus. The event, themed "Collaborative Research for Active Learning, Co-development through Curriculum Reform," brought all teachers together to discuss new pathways for curriculum reform and plan new developments in teaching.
During the activity, several leaders and teacher representatives shared experiences from their teaching practice and explained various tools and methods, laying a solid foundation for the smooth progress of teaching reform in the new semester.
At the beginning of the event, Vice Principal Yang Liang from the Second Campus delivered a summary report on the curriculum reform work for the eighth grade. He emphasized that "change is the only constant," and that classroom reform is the core driving force for Fule education to maintain its "golden招牌" (reputation). The various subject groups for the eighth grade used the "Zhi Xue Dan" (Wisdom Learning Sheet) as the core vehicle for reform, with all teachers participating collectively. Teachers meticulously designed "Four Refinements" Zhi Xue Dan, guiding previews before class through these sheets, integrating the six steps of "guidance, learning, thinking, debating, presenting, and evaluating" during class, and designing differentiated layered homework after class, effectively driving students to achieve the "Four Masteries" goals. Heated group discussions and active presentations by student representatives have become the norm in the classroom. Furthermore, the eighth grade actively leveraged resources from multiple master teacher studios to support teachers' professional growth and pool collective wisdom.
Subsequently, Deputy Director Li Mingwu from the Academic Affairs Office shared the experience of critical thinking classroom reform in the seventh grade. The seventh grade closely adhered to the school's educational philosophy of "Enriching Happiness and Strengthening the Heart, Consolidating the Foundation through Joyful Learning," focusing on creating a critical thinking classroom with a low threshold and high participation. Teachers facilitated the implementation of curriculum reform through measures such as the "Three Links, Six Steps" classroom procedure, promoting "Collaborative Group Critical Thinking," conducting thematic teaching research, and establishing a dual evaluation system. The curriculum reform has yielded fruitful results, with a significant increase in teacher-student interaction rates and student scores on open-ended questions. Over 80 excellent case studies and more than 90 distinctive teaching designs have been created, with several teachers winning awards in district-level competitions.
Zhao Qiming, Director of the Teacher Development Center, provided a comprehensive summary of the event: he clarified that curriculum reform is a requirement of the times, interpreted the meaning of "Enlightened Learning through Collaborative Research, Co-development through Curriculum Reform," and its core orientation of "Critical Thinking." He defined the objectives for this lesson preparation session: to further study exemplary Zhi Xue Dan cases, implement the "1+4" lesson preparation model, have each group summarize effectiveness, standardize the use of Zhi Xue Dan, discuss teaching content for the new semester, and explore interdisciplinary integration.
To enhance the level of teaching digitization, Teacher He Chunyan conducted a special training session on artificial intelligence in education, sharing practical operation methods for four types of online educational resource platforms and two types of management systems. Teachers can utilize various AI-selected test questions, perform intelligent diagnosis of learning conditions, and quickly generate personalized student comments and student ID-based query comment websites, injecting digital momentum into efficient lesson preparation and precise teaching.
After the centralized agenda concluded, each subject group and grade-level lesson preparation group carried out their subgroup lesson preparation sessions in an orderly manner according to the schedule.
During the subgroup lesson preparation activities, the leaders of each grade group reiterated the core requirements and promoted the "1+4" lesson preparation model. Young teachers from various subjects, including Bai Jianrong, Huang Dan, Luo Chaoying, and He Chunyan, shared their design experiences for "Zhi Xue Dan," "Chapter Introduction Lessons," and interdisciplinary thematic learning cases. Group members listened attentively and recorded key design ideas and techniques. The atmosphere was lively as participants freely expressed their opinions and inspired each other.
A relevant responsible person from Fule Experimental Middle School in Mianyang stated that this event served as a concentrated review of the phased achievements of the school's "Critical Thinking Classroom? Active and Flexible Teaching" instructional model and, more importantly, laid a solid foundation for the deepened implementation of a new round of teaching reform. This collective lesson preparation activity pooled teaching wisdom, clarified the direction for teaching, and established a solid foundation for the continuous improvement of teaching quality and the excellent growth of students in the new semester.
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