In order to thoroughly implement the concepts of the new curriculum standards, refine characteristic classroom teaching models for each subject, and solidify teachers' professional capabilities, the primary division of Fule School recently conducted a comprehensive teaching and research activity for the three major subjects of Chinese, Mathematics, and English for the spring of 2026, themed "Researching Lessons to Condense Models, Uniting Strength for Mutual Growth." Each subject operated within quality groups, coordinating tasks and focusing research efforts. Activities centered on observing and showcasing lessons of the same type across multiple grade levels, constructing teaching models, and organizing research outcomes. The initiative was grounded in analyzing real classroom issues, establishing teaching standards through model refinement, and achieving iterative optimization via review and summarization, thereby comprehensively empowering teachers' professional development and steadily revitalizing classroom practices within the division.

Focus on Practical Application and Model Building in Primary Chinese Reading Instruction

Teacher Zhang Lidan taught the lesson "The Frog Sells the Mud Pond," a lower-grade classroom full of childlike fun, unlocking clever approaches to reading instruction. Teacher Li Caiyun presented the lesson "The Sinking of the Normandy," delving deeply into character spirit and appreciating their moral fortitude.

After the lessons, Teacher Kuang Qinyu, based on the practicalities of lower-grade reading instruction, conducted a detailed analysis of teaching cases around the four stages of reading, comprehension, extension, and transfer. Combining the key challenges of lower-grade reading instruction with student learning characteristics, and using real classroom examples to deconstruct the teaching process, she analyzed teaching highlights and areas for optimization, providing detailed practical references for lower-grade reading teaching. Teacher Han Tingting, focusing on "The Sinking of the 'Normandy,'" extracted a five-step teaching model for the two-lesson unit, employing diverse teaching strategies to build learning scaffolds and address the difficulties of middle-grade narrative text reading instruction. Teacher Zheng Min summarized the highlights from the lesson examples while offering corresponding strategies and classroom activity suggestions for identified pain points, thereby helping to enhance student literacy.

Mathematics Focuses on Problem Modeling to Implement Core Competencies: Practical Exploration of Lesson Types for "Solving Problems with Estimation" and "Overlapping Problems"

Teacher Lei Lin taught "Solving Problems with Estimation," basing instruction on real-life contexts, de-emphasizing mechanical calculation, and focusing on cultivating students' estimation awareness and flexible problem-solving mathematical thinking. Teacher Wang Xin taught "Overlapping Problems," focusing on the core of mathematical modeling. Through situational exploration and teaching that combines numbers and shapes, the "Venn diagram" was naturally generated, guiding students to construct mathematical models and effectively enhance their logical thinking abilities.

After the lessons, four teacher representatives shared their research outcomes based on lesson refinement experiences. Teacher Liu Xiaoxia, for "Solving Problems with Estimation," distilled a four-phase teaching model: real-world context-driven, exploratory modeling, comparative analysis, and application transfer, constructing a closed-loop learning process of "pre-learning, collaborative learning, extended learning, and self-assessment." Teacher Zou Qiaorong, based on the modeling lesson type, proposed a five-phase teaching model: life context introduction → independent exploration of multiple solutions → three-tier abstract modeling → defining model applicability → layered and varied application practice. Teachers Jia Qing and Gu Xiang, based on the two lessons, analyzed design highlights, shared the refinement process, and proposed future improvement measures, making the reporting of outcomes practical and effective.

English Focuses on Exploring an Integrated "Theme-Text-Pragmatics" Model for Primary English Dialogue Lessons Under the New Textbook Framework

Teacher Feng Xue taught the second-semester lesson "Let's design a park," closely following the park design theme, skillfully using pictures and group activities to create contexts, transitioning from vocabulary learning to short-sentence creation, and relying on engaging classroom activities to help lower-grade students shift from word recognition to oral expression.

Teacher Wang Lin taught the fourth-semester dialogue lesson "From farm to table," centered on table manners. The lesson followed six stages: warm-up, lead-in, presentation, practice, output, and summary, deconstructing the text with the main thread of before, during, and after the meal. It integrated audio-visual elements, role-playing, and contextual creation, incorporating lessons on etiquette, food conservation, and Chinese-Western dietary culture, guiding students to flexibly use communicative sentence patterns and achieve practical application of learning.

After the lessons, three teacher representatives shared research outcomes based on lesson refinement experiences. Li Na summarized a five-step teaching method for lower-grade vocabulary instruction: stimulating interest and introducing the topic — layering presentation of new knowledge — layered practice — contextual application — review and consolidation. Cui Ting, addressing the learning situation of middle grades, shared teaching strategies for unit integration and question-chain guided learning. Sha Yuxin, combining middle and upper-grade lesson examples, organized seven major teaching strategies, extracting a four-stage teaching model of "theme introduction — text comprehension — layered practice — transfer output," detailing the implementation pathway for an integrated classroom.

Following the presentation of teaching and research outcomes, Shi Jinmei, Vice Principal of the Primary Division, provided concluding remarks centered on two core areas: outcome refinement and teacher professional growth. She commented from four dimensions: research implementation, outcome application, model optimization, and classroom revitalization, summarizing the notable achievements of this research activity and charting a direction for subsequent classroom practice and research innovation.

At the conclusion of the event, Hu Qinxie, Vice Principal of the main Fule School and Principal of the Primary Division, fully affirmed the major teaching and research work and provided high-level guidance. He emphasized that improving classroom quality hinges on models, and enhancing teaching effectiveness relies on standardization. All teachers must closely follow the new curriculum standards, base their work on subject characteristics, deeply cultivate lesson examples, refine models, and use standardized models to solidify the foundation of teaching.

Research has no endpoint, and action never ceases; deep cultivation and careful reflection lead to steadfast progress and far-reaching results. This major subject-specific teaching and research activity for Chinese, Mathematics, and English, grounded in curriculum standards, rooted in the classroom, deeply cultivating models, and precipitating outcomes, successfully achieved the high-quality research effect of "one lesson showcased, one group researching together, one subject elevated."

Relevant officials from the primary division of Fule School stated that in the future, the division will continue to use teaching and research as a core driver, with the classroom as the main arena. It will standardize the deep cultivation of lesson refinement, model construction, and outcome transformation, persistently advance classroom teaching reform in a substantial and deep manner, support teachers' professional growth, and empower the comprehensive development of student literacy.