Recently, Xu Yan, Principal of Fule Experimental Middle School in Mianyang, was invited to deliver a keynote presentation titled "Where Clouds Linger, New Horizons Emerge: The Germination and Growth of Fule's Critical Thinking Classroom" to a delegation of elite educators from Henan Province. The event centered on classroom teaching reform, focusing on the construction and practical wisdom of the "Critical Thinking Classroom," fostering a cross-regional dialogue on education.
As the leader of the Xu Yan Principal Studio in Mianyang, Xu Yan traced Fule Middle School's decade-long journey of curriculum reform, reflecting on the evolution of China's basic education philosophy—from "dual basics" to "three-dimensional objectives" and finally to "core competencies." She emphasized that the starting point of Fule's classroom reform was a seemingly minor adjustment—shortening class periods from 45 to 40 minutes—which compelled teachers to adopt a "precise teaching and practice" approach, marking the beginning of the "Efficient Classroom 1.0" initiative.
From the early "Six-Step Inquiry Method" and the development of the "Joyful Learning Guide," to the mid-phase refined classroom design of "Nine Preparations, Six Returns, and Four Transformations," and now the "Critical Thinking Classroom 3.0" model centered on "Guidance, Learning, Critical Thinking, Presentation, and Evaluation," Xu Yan systematically outlined Fule's progressive path from "teaching based on learning" to "gradient teaching and learning." She stressed that classrooms are not just venues for knowledge transfer but also fertile ground for intellectual growth and character formation.
The "Critical Thinking Classroom" follows a "three-ring, six-step" framework, targeting four core objectives: "learning to preview effectively, learning to identify problems, learning to collaborate in inquiry, and learning to express appropriately." This approach encourages students to transition from "learning" to "learning how to learn." Xu Yan noted that genuine classroom reform is not about replicating models but about embodying the principle of "putting people first and nurturing their potential," requiring teachers to shift from being "instructors" to "facilitators."
During her presentation, Xu Yan showcased the diverse teaching styles of Fule’s faculty, from Chen Xin’s "humor-infused teaching" to Deng Chunhua’s collaborative group work, from Wang Biyou’s "question-driven classroom" to Yang Liang’s "igniting passion in physical education." She emphasized, "There is no one-size-fits-all template for education. The best classrooms are grassroots innovations, and wisdom resides in the community."
Against the backdrop of China’s "Education Powerhouse" initiative and the revised curriculum standards, Fule Middle School adopts the "Five-Heart Education" and "Four-Achievement Principles" as its guiding philosophy, aiming to cultivate "future builders with vitality, upward learning capacity, and sincere patriotism." Quoting insights from "On Practice" and "The Stone Beast in the River," Xu Yan remarked that the path of education has no absolute endpoint—only a continuous journey toward truth through practice.
"Who wields the rainbow in the sky? It is every companion in educational reform," Xu Yan concluded, expressing her hope to join fellow educators in leveraging classrooms as fulcrums and critical thinking as the path to "dance the rainbow of education" and illuminate children’s futures.
Xu Yan noted that this exchange was not only a convergence of educational wisdom between Sichuan and Henan but also a profound reflection on the path of "classroom revolution." Fule Middle School’s practice affirms one truth: "If classrooms remain unchanged, education remains stagnant; when classrooms innovate, education transforms."
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