On December 9, H.B. Fuller Experimental Primary School held a seminar titled "Focusing on Digital Coding, Exploring Teaching Effectiveness" as part of its autumn 2025 "Fule Classroom Teaching Model" research activity for middle-grade mathematics. All mathematics teachers from the campus participated in lectures, evaluations, and discussions to enhance teaching quality through collaborative research.
The event began with a demonstration class by third-grade teacher Li Yujun, titled "Understanding Digital Coding." The lesson, rooted in the school's "Gentleman Development" curriculum, creatively integrated real-life examples such as ID numbers and postal codes. Through engaging scenarios and group activities, students became "coding detectives," actively deciphering the rules behind numbers. The class strictly followed the Fule Classroom model—self-study before class, collaborative learning during class, and in-depth exploration afterward—resulting in a dynamic and goal-oriented session that highlighted students' active participation and the practical relevance of mathematics.
Mentor Shen Haiying praised the lesson for its clear structure, student-centered approach, and effective integration of theory and practice. She also provided targeted suggestions for refinement. Following the demonstration, teachers engaged in lively discussions on lesson design and activity organization, exchanging diverse teaching perspectives.
A school representative emphasized that the seminar provided a valuable platform for professional growth, fostering experience-sharing and skill enhancement among educators. Moving forward, the mathematics research team will continue refining classroom teaching and innovating the Fule Classroom model to improve educational quality and nurture inquisitive, capable students.
(Original title: H.B. Fuller Experimental Primary School Conducts Seminar on "Fule Classroom Teaching Model" for Middle-Grade Mathematics in Autumn 2025)
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