Using classroom data to support learning at Mingde Primary School

What makes digital tools effective in primary classrooms? A teaching case study  

Gao Haibo, Yu Hui, Liu Fengxia, Zhang Lili, Nan Nan  

Mingde Primary School, Linkou County, Mudanjiang, Heilongjiang  

1. Background of the case  

With the rapid development of information technology, educational and teaching practices have undergone profound changes. As a direction for educational reform in the new era, smart education should make full use of modern information technology to improve teaching quality and promote fairness and justice in education. Therefore, the development of smart education is essential. It is necessary to change mindsets, implement various measures and strategies, explore boldly, and keep innovating in order to promote the advancement of smart education. As a result, efforts should be made to enhance the effectiveness of primary school classroom teaching under smart education, so as to provide learners with personalized and intelligent learning experiences.  

II. Overview of Cases  

This case focuses on the effectiveness of primary school classroom teaching under intelligent education. By integrating educational resources and teaching-related data, and relying on relevant intelligent education platforms, support is provided to students based on their individual characteristics, learning interests, and needs. Nowadays, education is developing in a more diversified direction, with emphasis on the autonomy of students, the development of their learning abilities, and their independent inquiry-based learning. Intelligent education plays a crucial role in assisting students in learning certain subjects. Therefore, intelligent education should be widely promoted in teaching, with information technology being applied in teaching to achieve a harmonious integration of subjects and information technology. In teaching, concepts need to be changed; the way teaching content is presented, the methods of student learning, and teacher-student interactions all require transformation, in order to highlight the advantages of intelligent education. On March 1, 2022, the National Primary and Secondary School Intelligent Education Platform was officially launched for trial operation. The emergence of this platform marks an important milestone in promoting the transformation of intelligent education in China’s basic education. The platform integrates a wide range of national-level educational resources, covering various subjects, different grades, and different textbook versions. Whether it is basic subjects such as Chinese, mathematics, and English, or quality education subjects such as music, art, and physical education, appropriate high-quality resources can be found on this platform. These resources include teaching videos, course materials, exercise problems, and additional reading materials. They provide sufficient support for improving teachers’ teaching abilities, helping them become intelligent teachers, and creating intelligent classrooms. They also lay a solid foundation for the comprehensive development of students.  

III. Analysis of the current usage situation of the National Primary and Secondary School Smart Education Platform  

(1) Teachers become the main participants in the application platform  

Based on the actual usage of the national primary and secondary school smart education platform, teachers are the main users of this platform. The platform provides great convenience and a wealth of support for teachers’ teaching work. First and foremost, the resources available on the platform are extremely abundant. Whether it’s for lower or higher grades in primary schools, or for middle and high school levels, as well as various common textbook versions such as the People’s Education Edition and Jiangsu Education Edition, there are corresponding teaching resources to be found. These resources can precisely meet the diverse needs of teachers in teaching. Whether it’s preparing lessons or creating exercises for students, teachers can obtain the appropriate materials from these resources.  

For example, during the lesson preparation process, teachers can search for relevant teaching resources, lesson plans, and teaching videos on the platform, according to their own teaching plans and the actual situation of the students. These lesson plans are carefully designed by teachers, with rich content and clear organization; the teaching videos are recorded by experienced teachers who have received national and ministerial-level awards. Their teaching methods and explanations can serve as a reference for teachers, helping them improve their teaching skills. As a result, information technology has been widely used in classrooms for education and teaching. Information technology helps to create a favorable teaching environment, encourages students to actively participate in the learning process, to explore the mysteries of knowledge, and to enhance the purposefulness of teaching. Information technology also plays an important role in developing students’ abilities during learning, and it also stimulates their thinking. As teachers, it is necessary to effectively integrate information technology with subject teaching, utilize its advantages, and choose appropriate times and methods to use information technology to motivate students to actively participate in learning, thereby maximizing its supportive role. To make information technology more effective, teachers need to have thorough preparations in their teaching, use information technology appropriately and reasonably, and create efficient classrooms.  

(II) It is difficult for students to make full use of the platform resources  

Although the National Primary and Secondary School Smart Education Platform offers a wealth of resources, students are unable to make full use of these resources to reinforce their knowledge in practice. This is influenced by several factors: On one hand, students have many and diverse learning tasks every day. In addition to completing relevant courses in class, they also need to finish homework for various subjects after class. These assignments take up a lot of their free time, making it difficult for them to find enough time to browse and utilize the resources on the platform. For teenagers, they use the platform less often in order to protect their eyesight and avoid using electronic devices. On the other hand, parents have limited understanding and knowledge about the smart education platform. Some parents are worried that their children may become overly dependent on the resources provided on the platform, which could lead to a loss of their ability to think independently and learn on their own. They believe that children should learn through their own thinking and exploration, rather than relying solely on the explanations and answers provided on the platform. Moreover, there is a large amount of information on the platform, including various learning materials and entertainment content. Parents are concerned that this excessive amount of information might distract children and affect their learning effectiveness. They also worry that some children might play mobile games instead of focusing on learning. All these factors together limit students’ ability to make full use of the advantages of the National Primary and Secondary School Smart Education Platform.  

IV. Utilizing the National Primary and Secondary School Smart Platform to Become Smart Teachers  

Smart teachers are an essential component of smart education, and they also serve as a crucial prerequisite for promoting the digital transformation of basic education. In the context of educational digitalization, how teachers can effectively utilize the national smart education platform for schools and primary schools to enhance their professional development and capabilities has become an important issue that needs to be addressed.  

(1) Transforming the role of teachers  

With the continuous development of smart education, the role and function of teachers have also undergone a complete transformation. Various aspects need to be changed accordingly:  

1. From knowledge transmitter to learning facilitator  

As the saying goes, all knowledge is acquired through the senses. For elementary school students who have well-developed sensory abilities for visual thinking, the interest in learning is the most important factor. For them, learning mathematics at a slightly more challenging level, if approached using traditional “imposed” teaching methods, not only undermines their enthusiasm for learning but also undermines their confidence in learning, resulting in their aversion to studying mathematics. On the other hand, making effective use of information technology to connect mathematics with real life can effectively stimulate students’ interest in learning. Therefore, teachers need to use various methods to make math classes more interesting. For example, they can use animations, videos, and audio functions provided by information technology to transform the dull knowledge in textbooks into vivid real-life scenarios. Multimedia techniques can also be used to enable students to directly experience the fun aspects of primary school mathematics. Additionally, when teaching language arts, teachers can guide students to search for additional reading materials related to the text on the platform, and then teach them how to analyze and understand those materials. This helps students develop their ability to think independently and form their own opinions.  

2. From a teacher who dominates the class to a partner in learning  

In the context of digital transformation, teaching methods have undergone significant changes. In teaching, it is not only necessary to impart knowledge, but also to focus on the development of students’ learning abilities. To achieve this, it is essential to create a relaxed, pleasant, equal, and democratic teaching environment for students. The traditional teaching models of the past should be abandoned; the thinking space of students should not be restricted. Instead, students’ innovative abilities should be encouraged, and they should be inspired from various perspectives and in multiple ways. This enables students to participate more actively in the learning process, to communicate with each other, and to complement one another’s ideas. This helps to develop students’ thinking skills and their innovative abilities, as well as their ability to apply the knowledge they have learned flexibly. Such a shift in roles helps to increase students’ participation and motivation, thereby promoting their overall development.  

3. From teaching implementers to course designers  

With the continuous development of digital technologies, teachers now have more learning resources and tools at their disposal. This enables teachers to shift from being “centers” of teaching to being “servants” of students. Based on the characteristics and needs of students, teachers can use the diverse digital resources available on these platforms to create personalized teaching programs that suit the students’ cognitive levels and interests. For example, teachers can use multimedia materials on the platforms to create engaging and interesting teaching materials, thereby enhancing interaction between students and teachers. They can also design differentiated teaching tasks based on students’ learning progress, so that students at different levels can benefit from the learning process. In this way, a variety of personalized learning experiences can be provided to meet the diverse needs of students.  

4. From knowledge authority to learning partner  

In the digital age, students have more diverse ways to acquire knowledge. This has put certain challenges on teachers’ authoritative position in terms of knowledge dissemination. However, this does not mean that the role of teachers is weakened; instead, teachers need to get closer to students and become their learning partners. Teachers should collaborate with students in exploring knowledge, learning new things, and growing together. In this process, teachers can share their own learning experiences and methods, help students overcome difficulties they encounter in learning, and also gain new perspectives and ideas from students.  

(II) Mastery of modern educational information technology  

1. Continuously learn knowledge about digital technology.  

To better adapt to the development of smart education, teachers need to continuously learn about digital technology. The “Teacher Training” section on the National Primary and Secondary School Smart Education Platform provides teachers with a wealth of learning resources. Teachers can utilize these resources to acquire the latest knowledge in digital technology, including the use of teaching software, operation of online teaching platforms, and management and control of online classrooms. In addition, teachers can also learn relevant courses and tutorials through other online learning platforms such as MOOCs and NetEase Cloud Classroom. Through continuous learning, teachers can acquire more digital teaching skills, make better use of digital devices and online resources, and improve teaching efficiency. For example, after learning how to use online teaching platforms for live teaching, teachers can carry out online teaching activities smoothly during special circumstances, such as during the pandemic, ensuring that teaching operations continue normally.  

2. Actively implement digital teaching methods  

It is not sufficient to merely learn knowledge about digital technologies; teachers also need to actively apply this knowledge in their daily teaching practices. Teachers can integrate digital technologies into various aspects of classroom teaching, such as using multimedia resources to present teaching content and employing online interactive tools to engage students in real-time interactions. In this way, teaching methods can be enhanced, and students’ interest and participation in learning can be increased. For example, in English classes, teachers can use English learning software to allow students to practice listening and speaking skills online. The software can provide timely feedback on students’ pronunciation and responses, helping them improve their English listening and speaking abilities. Through continuous practice, teachers can gain a deeper understanding of the advantages and limitations of digital teaching methods, and thus continuously improve their teaching approaches and teaching quality.  

3. Participate in the development of digital teaching resources  

Teachers can actively participate in programs aimed at improving teachers’ information literacy, organized at the national or provincial level. By engaging in the development, organization, and application of digital teaching resources, they can enhance their abilities in processing and handling information. Teachers can create beautiful lesson plans, record high-quality teaching videos, and establish online question banks, thereby contributing to the enrichment of teaching resources. For example, teachers can convert some of their excellent teaching examples and experiences into teaching videos and upload them to the national smart education platform for sharing with other teachers. They can also participate in the creation of online question banks, designing and preparing exercises and tests based on teaching syllabuses and students’ learning needs. By participating in these activities, teachers can not only improve their information technology skills, but also contribute to the sharing and development of educational resources.  

V. Establishing smart classrooms using the National Primary and Secondary School Smart Platform  

Classroom teaching is the main platform for teachers to carry out their teaching work. In the context of educational digitization, how teachers can effectively utilize the national smart education platform for primary and secondary schools to establish smart classrooms is crucial for improving teaching quality and promoting the comprehensive development of students.  

(1) Emphasize students’ independent learning before class  

In the teaching model of smart classrooms, teachers should give priority to students’ independent learning. Teachers need to carefully select and provide high-quality learning resources for students, such as engaging short videos, concise micro-lectures, and clear learning task sheets. The specific approach is as follows: Teachers can access the National Smart Education Platform for primary and secondary schools via a computer or mobile app, select the “Course Teaching” section, and then choose the appropriate textbook version, subject, and grade level based on the teaching content. The platform organizes various resources systematically by unit; teachers can select the resources they need and distribute them to students through class groups or other methods.  

In this way, students can obtain relevant learning resources before class and conduct independent preparation. Through this pre-class self-study, students can have a comprehensive understanding of the knowledge in the textbooks they will learn, and grasp the overall framework and key points of that knowledge, so they are well-informed beforehand. When the teacher presents new lessons, students can focus on those aspects that they did not understand during their pre-class study, thereby improving the relevance and efficiency of their listening, and achieving a more effective learning outcome. For example, before learning about geometric shapes in mathematics, the teacher can send students videos that explain the characteristics of geometric shapes, allowing students to have a preliminary understanding of this knowledge before class. In this way, when learning about the properties and calculation methods of specific geometric shapes during class, students can understand and master them more easily.  

(II) Utilize platform resources during classes to develop students’ comprehensive abilities  

1. Using the media, stimulate students’ interest in learning  

In a smart education environment, teachers should make full use of the resources available on the national smart education platforms for primary and secondary schools. By employing multimedia and other information technology tools, they can create engaging and interesting teaching scenarios, thereby stimulating students’ interest in learning. For example, when teaching the lesson “Chinese Stone Arch Bridges”, since many students have never seen the Zhaozhou Bridge or Lugou Bridge in person, it is difficult for them to imagine the spatial arrangement described in the text—where there are two small arches on each side of the large arch. It is also impossible for them to visualize the stone lion statues with their various shapes. In such cases, teachers can access video materials related to stone arch bridges from the platform and play them for the students during class. Through these videos, abstract text can be transformed into tangible images, helping students better understand the content of the text, while also developing their ability to think in visual terms.  

2. Interactive exploration to develop students’ thinking abilities  

At present, there is a general problem of insufficient interaction in Chinese language classes at the primary school level in China. Most of the interactions involve the teacher asking questions, and students are often in a passive position, merely following the teacher’s instructions in thinking about and solving the problems. This type of interaction has limited effectiveness and fails to effectively develop students’ abilities. In the process of promoting intelligent education, teachers can combine teaching themes with students’ cognitive patterns, and through effective interactive activities, enhance students’ learning enthusiasm, stimulate their thinking, and thereby improve the effectiveness of language teaching. For example, in the teaching of the text “‘Excellent’ and ‘Terrible’” from the fifth-grade textbook, teachers can pose the following question: “Do you think the evaluation of ‘excellent’ is better, or that of ‘terrible’ is better?” When students hear this question, they usually show great interest and express different opinions. Some support the idea that “excellent” is better, some support that “terrible” is better, some believe that both evaluations are important, and some believe that neither is good. At this point, the teacher can organize a debate. Students who share the same opinion can form groups, discuss, and find arguments to support their views. During the debate, students need to use references from various sources, apply their knowledge and thinking abilities, and clearly express their views. Such activities can greatly increase students’ thinking capacity, improve their thinking quality, and develop their logical thinking and language expression skills.  

3. Dual-teacher classroom: Stimulating students’ motivation to learn  

Smart classrooms require teachers to transform their roles during teaching. They should act as friends, coaches, partners, and sources of wisdom and mental training for students. Teachers should make full use of the “dual-teacher classroom” function provided by the national smart education platform for primary and secondary schools, so as to offer students a variety of learning resources. This enables students to experience different learning experiences and insights, thereby recognizing the gaps between themselves and others, and thus gaining greater motivation to learn. For example, in teaching the lesson “The moon looks brighter in my hometown” in the second semester of the fifth grade, there is a video resource from Tsinghua High School that shows students understanding and analyzing the second paragraph of the text. When teachers present this resource to students in class, the students are able to see the advantages of their peers in terms of thinking patterns, learning methods, and oral expression. As a result, they become aware of their own shortcomings, and are motivated to study harder and continue to improve.

(3) Use the platform resources after class to reinforce knowledge

After-class tutoring is one of the important aspects of creating a smart classroom. It represents an extension and rethinking of the content taught in class. This process is of great significance for both teachers and students; it facilitates communication between them. Teachers can use after-class tutoring to understand students’ learning progress and identify any problems they may be facing during their studies. In this way, teaching can be tailored to each student’s needs. The advantages of the National Primary and Secondary School Smart Education Platform are fully utilized in this process.  

Teachers can not only re-present the content taught in class to students, allowing them to review and fill in any gaps, thereby enhancing their understanding and memory of the knowledge. They can also directly assign homework through the platform, so that students can complete it. For example, during the overall review period before students enter junior high school, some teachers noticed that six students in the class had difficulty understanding pinyin. To accommodate students who live on campus, these teachers provide appropriate pinyin learning materials on a weekly basis, so that these students can practice with these materials at home. At the same time, teachers also encourage other students to use the high-quality courses available on the platform to reinforce their knowledge.  

6. Conclusion  

Since its launch, the National Smart Education Platform for Primary and Secondary Schools has provided strong support and assurance for the development of smart teachers and the establishment of smart classrooms, thanks to its diverse resources and convenient features. It has opened up new opportunities for teachers’ professional growth, and created more opportunities for students’ learning. It is hoped that teachers will fully recognize the importance of this platform. By relying on the National Smart Education Platform for Primary and Secondary Schools, teachers can continuously improve themselves and enhance the quality of teaching.