How Wuhu No. 2 Middle School brought AI into lesson study and teaching

How Wuhu No. 2 Secondary School is using AI to change teaching and learning  

Ge Lunwu, Zhou Zhenghu, Zheng Wei  

Wuhu No. 2 Middle School  

Abstract:This case study explores the path taken by Wuhu No. 2 Middle School to achieve educational transformation. Driven by artificial intelligence technology, the school achieved this through collaborative efforts among various departments and innovative practices by subject teaching groups. Departments such as the Academic Affairs Office, teaching research offices, and information centers implemented innovative mechanisms; as well as the practical applications of subject teaching groups in subjects like Chinese, mathematics, politics, and chemistry in AI-integrated teaching. This demonstrates how the school broke free from the limitations of traditional intelligent education, creating an “AI-native” educational ecosystem, and provides practical examples for the digital transformation of education in the region.    

Keywords:Intelligent education; AI-driven innovation; integration of disciplines; teaching and research group practices; educational transformation    

In the wave of education brought about by artificial intelligence, Wuhu No. 2 Middle School has achieved comprehensive reforms in educational management, teaching, and evaluation through AI innovation. The impetus for these changes comes from top-level planning and the joint efforts of teachers. By establishing an intelligent teaching management system, teachers at No. 2 Middle School focus on the classroom as the core and use problems as a guide; they have successfully integrated AI technology with teaching, thus finding a path for transformation. This article will explore cases of departmental collaboration and subject-based practices, and reveal how No. 2 Middle School has evolved from the application of information technology to innovative AI-based education.  

I. Background of Transformation: New Approaches to Education in the Era of Technological Trends  

(1) Educational considerations arising from technological changes  

With the development of artificial intelligence technology, its potential for application in education and teaching is beginning to become apparent. While traditional smart education systems have already incorporated digital resources and implemented basic applications of basic data, there is still much room for improvement in terms of personalized teaching, interdisciplinary integration, and enhancing the accuracy of educational decision-making. Wuhu No. 2 Middle School recognizes that AI technology is not merely a replacement for teaching tools; it has the potential to become a key factor in improving educational concepts, models, and ecosystems. Therefore, the school needs to explore further ways in which AI technology can be integrated with education and teaching, in order to better prepare students who can meet the needs of future social development.  

(II) The dual influence of policies and the times  

The “Modernization of Chinese Education 2035” initiative calls for the integration of new technologies such as artificial intelligence with education. The “New Generation Artificial Intelligence Development Plan” also advocates for the establishment of a new type of education system. Meanwhile, the “Three New” reforms and the “Double Reduction” policy impose higher requirements on the quality of education and teaching. How can we achieve more precise teaching and differentiated education through technology, while reducing the burden on students? As a school with three campuses, how can it improve the efficiency of educational resource allocation and address practical issues in managing the “one school, three campuses” structure? These are all important factors driving schools to explore the transformation of education through AI. 

(3) The inherent needs of school development  

As a model school for intelligent education in the region, No. 2 Middle School established the “125” intelligent school application model in its early stages, and this model has achieved certain results. The intelligent classrooms are fully implemented, and the personalized learning guides provide students with necessary support in their studies. Students also gain a lot from various scientific and technological competitions. However, with the continuous advancement of AI technology, the data utilization in the original model is relatively limited, focusing mainly on performance analysis. There are significant differences in the AI literacy among teachers; some teachers face challenges when using new technologies in teaching. Additionally, there is a lack of coordination between different teaching activities and scenarios, resulting in an incomplete synergistic effect. For example, while intelligent classrooms can collect data on student responses, they do not pay enough attention to the deeper cognitive changes that occur during students’ learning process. Although personalized learning guides can provide exercises, they do not offer a comprehensive and systematic plan for students’ learning paths. Therefore, the school needs to undergo a transformation in order to overcome these development obstacles.  

II. Foundation for Transformation: The developmental cornerstone of the development of intelligent education  

(1) Hardware facilities: From the construction of basic intelligent teaching systems to initial AI applications  

1. Attempts to update smart classrooms

In some smart classrooms, schools have installed terminal devices with basic interactive functions. These devices are capable of collecting and analyzing data related to students’ answers during classes. For example, in mathematics classes, teachers can use these terminal devices to obtain real-time information about the accuracy of students’ answers, and based on this information, they can make preliminary adjustments to the course content and teaching progress.  

2. Initial construction of the Science and Innovation Laboratory

The school has successfully established “AI + Innovation” laboratories, which are equipped with multiple computers and basic robot development tools. Under the careful guidance of teachers, students can carry out basic programming exercises and robot control training, thereby developing preliminary AI-related thinking and operational skills.  

3. Preliminary exploration of data management

The school has upgraded the intelligent education platform. It has attempted to integrate data related to teaching activities, learning processes, and campus life, thereby creating a preliminary collection of educational data. Simple analysis of this data provides valuable insights for teachers’ teaching strategies and for the school’s management decisions. For example, by analyzing students’ homework, it is possible to clearly understand how well students have grasped each concept.  

(II) Teaching Staff: Establishing a team of teachers who are suitable for AI-based education  

1. Hierarchical training for AI literacy

At the level of comprehensive promotion, the school has carefully organized a series of “Basic Artificial Intelligence Training” programs. Through various methods such as lectures and seminars, the school has explained in detail to all teachers the wide range of applications of artificial intelligence in education and teaching, such as intelligent homework correction and AI-assisted lesson preparation. This helps to improve teachers’ understanding of AI technologies and their ability to apply them effectively. In 2024, dozens of training activities were carried out, and the rate at which teachers use basic AI tools has increased.  

At the level of enhancing key teachers: Some key teachers are selected to form an “AI Teaching Exploration Group”. They participate in specialized AI education training organized outside the school, and try to integrate AI technology into subject teaching.  

In terms of professional development: Schools provide AI-related training opportunities for teachers who are interested in this field. They encourage teachers to combine educational theories with technological applications, and to conduct research on AI-based teaching methods.  

2. Establishment of interdisciplinary collaboration mechanisms

The school established a preliminary teaching and research team called “AI Teaching Exploration Group”. This team consists of information technology teachers and key subject teachers, who regularly hold discussion sessions. Subject teachers share the problems they encounter in teaching, while information technology teachers offer technical solutions. Together, they explore how AI technologies can be applied in subject teaching. Teachers from the Chinese language department, along with information technology teachers, use AI technologies to improve the correction and analysis of essays, thereby enhancing students’ writing skills.  

(III) Curriculum system: Initial attempts from resource integration to AI integration  

1. Exploration of AI integration in basic courses

Language teaching: The intelligent composition grading system helps students identify and correct grammatical errors, thereby improving the accuracy of their language expression. Teacher Wan Lingli combines artificial intelligence technologies with traditional teaching methods to create a new workflow. This workflow includes initial AI evaluations, peer evaluations among students, and in-depth evaluations by teachers. For example, in writing argumentative essays, the AI system provides scores and suggestions; students then revise their essays based on these feedbacks, followed by peer evaluations within groups. Finally, Teacher Wan provides detailed explanations regarding common issues. This teaching method significantly boosts students’ enthusiasm for writing, resulting in a doubling of the number of excellent compositions. In reading instruction, Teacher Wan uses AI analysis tools to help students gain a deeper understanding of literary works. Through AI-based dialogue exercises, students’ understanding and interest in literature are enhanced, thereby improving the interactivity of the classroom.  

Physics teaching: By using virtual laboratory software, physics teachers utilize tools such as PhET and Our Teacher to plan experiments, thereby achieving comprehensive coverage. This allows students to perform basic physics experiments on computers, such as connecting circuits and conducting mechanical tests, thereby reducing the costs and risks associated with experiments, while also enhancing students’ understanding of the theoretical aspects of these experiments.  

Chemistry Teaching: Innovative approaches to chemistry experiments are achieved through AI technology. Teacher Wang Tao uses an AI virtual laboratory to enable students to conduct simulated experiments and receive real-time monitoring, thereby reducing errors in actual experiments. AI image recognition technology is used to analyze students’ experimental results and provide appropriate evaluations and suggestions. Additionally, through the “AI-Assisted Innovative Chemistry Experiment Design” project, students can develop personalized experimental plans, which helps to stimulate their innovative thinking.  

Political Education: AI technology brings new vitality to ideological and political education. Teacher Xu Lixia uses AI technology to summarize current political issues in real time, and combines this information with the content of textbooks to create vivid teaching examples. In the “International Relations” section, the AI system helps to organize international conflict events. Teacher Xu guides students in analyzing and discussing these events, enabling them to fully understand the complexity of international relations. Teacher Xu also uses artificial intelligence to organize “virtual debates” in order to improve students’ analytical skills and language expression abilities. Additionally, AI technology is used to analyze students’ performance in class, providing detailed data for formative assessment.  

Art education: Offer “Introduction to AI Painting” courses. Students can utilize intuitive and easy-to-use interfaces to freely use AI tools, and express their creativity by creating imaginative paintings, thereby stimulating their artistic potential.  

2. Initial implementation of AI-specific courses

Compulsory courses: A “Basic AI Thinking” course is offered in middle school grades. Through simple examples and activities, students can understand the basic concepts and thinking methods related to AI, thereby fostering their interest in AI technology.  

Elective courses: Courses such as “Fundamentals of Robotics” and “AI and Daily Life” are offered. Students can choose to study these courses based on their interests, thereby further enhancing their understanding and ability to apply AI technologies.  

Practical courses: In line with the actual conditions of the school, practical projects related to “the application of AI on campus” are carried out. For example, AI technology is used for promoting waste sorting and campus environmental monitoring. This allows students to experience the practical value of AI technology through hands-on activities.  

(4) Management model: From experience-based management to data-assisted decision-making  

1. Optimization of teaching management

Through artificial intelligence and big data, we have developed a smart platform for “Internet + Education”. Currently, there are 196 teacher spaces, 2135 student spaces, and 45 class spaces in place. Using the “Zixue Network” online grading platform, over 1,000 academic development and diagnostic tests have been conducted. After each exam, students receive personalized learning guides tailored to their learning data, which help them determine the best way to learn. Practice has shown that, after using these guides, students improve by an average of 15 points in their weak areas. Taking high school mathematics as an example, before using the guides, students ranked around fifth in the city. After one semester, their ranking rose to second place, with only a small gap to first place. These guides were later implemented in all science graduating classes at Wuhu No. 2 High School, with a 100% adoption rate. Additionally, by analyzing teachers’ teaching progress and students’ grades, it is possible to provide teachers with guidance on adjusting their teaching strategies, thereby helping them focus on strengthening students’ understanding of specific concepts.  

2. Pay attention to student development

A digital growth record is established to record students’ academic performance, interests, and activities. By analyzing data, it is possible to understand students’ personalities and needs, and personalized recommendations can be provided. The school utilizes the smart campus platform to expand course content, organize club activities and extracurricular programs, offer a variety of practical courses, and open science laboratories. This helps to promote the application of cutting-edge technologies such as artificial intelligence, 3D printing, and maker robots, thereby creating an innovative education system and stimulating students’ enthusiasm for exploration and innovation.  

3. Improve campus services

In terms of campus safety, basic video surveillance systems have been installed to enable real-time monitoring of the safety conditions on campus. In terms of logistical services, based on data analysis of students’ dining habits, the menu offerings in the cafeteria are optimized to improve students’ satisfaction with dining services.  

III. Transformation Practices: Exploration of Key Scenarios Enabled by AI  

(1) Teaching model: From one-way instruction to interactive exploration  

1. Personalized teaching practices based on data analysis

Before class: Teachers use teaching platforms to analyze students’ homework and test results, so as to accurately determine how well students have understood the relevant concepts. Based on this, they design appropriate teaching activities. For example, before teaching “function monotonicity” in mathematics, Teacher Xue Peitao found that students had a high error rate in the “function concept” unit. Therefore, he designed three types of pre-class tasks, including micro-lectures, case analyses, and supplementary materials. Before teaching “The Ode at the Red Cliff” in Chinese, Teacher Shen Zhaojing analyzed students’ homework and discovered that students had confusion regarding the usage of classical Chinese function words. As a result, he created comparison tables and mind maps, and provided pre-class materials for students.  

During classes: Teachers use intelligent terminal devices to conduct real-time quizzes, thereby being able to promptly assess students’ understanding levels, and adjust teaching strategies accordingly. In physics classes, Teacher Li Zuming uses intelligent terminals to deliver experimental plans and collect data. The AI system helps identify common problems, and Teacher Li emphasizes the precautions related to those experiments. In English classes, Teacher Chen Xiaoyan introduces challenges involving differentiated answering tasks; the AI system shows the accuracy rate and helps analyze the types of mistakes. Teacher Chen organizes group discussions to enhance students’ understanding.  

After class: Teachers provide personalized guidance based on students’ homework and test results. Teacher Park Chuanying develops tutoring plans for students of different levels in chemistry classes, including memory cards, basic exercises, and one-on-one video tutoring. Teacher Wang Jing creates customized review plans for students in history classes, based on their test results, including voice memory packages, analysis tasks, and mock exams.  

2. Interdisciplinary project-based learning practices

The school implements interdisciplinary project-based learning, integrating AI technology with knowledge from various disciplines, so that students can enhance their overall capabilities while solving real-world problems. For example, in the “AI and Environmental Protection” project, students are required to use knowledge from biology, mathematics, and information technology to design a simple AI model. They then analyze and predict environmental data surrounding the campus, and propose suggestions and solutions for environmental protection. During the implementation of these projects, subject teachers and information technology teachers work together to guide students and help them resolve the problems they encounter. “Yue” Research on Xiyang Lake: Building an Ecological Campus by Cui Kai and Chen Liping was selected as an excellent resource for practical education in provincial primary and secondary schools; Zhang Weiwei and others’ “Interdisciplinary Practice Cases in Geography” won first prize at the city level.  

(II) Learning ecosystem: From passive learning to active participation  

1. The auxiliary role of intelligent learning tools

The school has introduced intelligent learning agents that provide students with online learning resources and tools. Students can use these agents to study, practice, and take tests related to various concepts. The agents generate personalized learning reports based on students’ learning progress, helping them understand their own progress and areas where they need improvement. Additionally, the agents offer an online Q&A function, allowing students to seek help from teachers and classmates promptly when they encounter problems during their learning process.  

2. Cultivation of students’ innovation abilities

Schools encourage students to use AI technology in innovative activities. They organize events such as “AI Creativity Competitions” to stimulate students’ innovative thinking and creativity. Students can, based on their interests and ideas, use the AI knowledge and tools they have learned to design and develop simple AI applications or creative works. For example, the works designed by students, such as “Smart Book Management Systems” and “AI Voice Assistants”, have achieved good results in these competitions.  

3. Establishment of a learning community

The school has established an interactive learning platform, encouraging students to form study groups and engage in cooperative learning. In such groups, students can share their learning experiences and materials, and together overcome difficulties in learning. Teachers can monitor students’ progress through this platform and provide guidance, thereby promoting mutual learning and mutual improvement among students. Additionally, the school has established learning alliances with other schools, enhancing inter-school cooperation and exchange, and sharing educational resources and experiences related to artificial intelligence.  

(3) Educational evaluation: From single evaluation to multiple assessments  

1. Enhance process-based evaluation

During the teaching process, teachers pay attention to evaluating the students’ learning processes. By observing students’ performance in class, their homework results, and their teamwork abilities, teachers can gain a comprehensive understanding of students’ learning status and abilities. For example, teachers pay attention to the number of times students communicate, the quality of their communication, and their cooperation with peers, and provide timely praise and encouragement. When grading homework, teachers not only focus on the accuracy of the answers, but also value the students’ problem-solving strategies and innovative thinking.  

2. Research on comprehensive quality assessment

The school is committed to establishing a comprehensive quality assessment system. Students are evaluated from multiple aspects, including academic performance, innovative potential, practical skills, and social responsibility. Through various practical activities and volunteer programs, the progress of students is recorded, allowing for a full-fledged assessment of their overall qualities. For example, the performance of students in scientific competitions and community service activities is an important factor in this assessment.  

3. Optimizing teacher evaluation

The school has implemented a comprehensive teacher evaluation system. This system takes into account not only the teaching effectiveness of teachers, but also their innovative teaching methods and professional development. Through various methods such as student feedback, peer evaluation, and self-reflection, the teaching capabilities of teachers are assessed comprehensively. In addition, the school provides teachers with opportunities and platforms for professional development, encouraging them to engage in teaching research and innovation activities, with the aim of enhancing their professional skills and teaching methods.  

(4) Support system: Creating a supportive environment for AI education  

1. Organizational and institutional guarantees

The school has established a leading group for the transformation of AI education. The principal serves as the group leader, with heads of various departments and key teachers as members. This group is responsible for coordinating the overall efforts related to the transformation of AI education in the school. A series of policies have been formulated, including the “AI Education Development Plan”, the “Teacher AI Training System”, and the “Data Security Management System”. These policies clarify the responsibilities and tasks of various departments and teachers, and standardize the application process of AI technology in education and teaching. These measures provide organizational and institutional support for the transformation of AI education in the school.  

2. Guarantee of resources and funding

The school actively cooperates with enterprises, universities, and other institutions, establishing a diverse mechanism for resource cooperation. It collaborates with local technology companies to introduce AI education resources and technical support; it also works with An University of Science and Engineering and An Engineering Institute to carry out teacher training and research project cooperation. At the same time, the school allocates a certain amount of funds each year for the purchase of AI education equipment, teacher training, and curriculum development, thereby ensuring the smooth progress of the AI education transformation efforts.  

3. Atmosphere and culture shaping

The school has taken measures such as organizing AI-related activities and showcasing achievements in AI education, thereby creating a strong cultural environment for AI education. Through various media channels like campus radio, bulletin boards, and WeChat accounts, the school has informed teachers, students, and parents about the progress and applications of AI technology. This has increased everyone’s understanding and attention to AI education. The school also encourages teachers and students to actively participate in practical activities related to AI education, and rewards those who perform well in this field. This helps to boost their initiative and creativity.  

IV. Achievements and Future Prospects  

(1) Stage-specific achievements  

1. Improvement of teaching quality

The initial introduction of artificial intelligence technology into education has ignited students’ enthusiasm for learning, and at the same time, improved their learning outcomes. In the evaluations of some subjects, both the average scores and the proportion of high scores have increased; students also have a more solid understanding of knowledge. Additionally, students’ abilities in creative thinking and solving practical problems have also been improved.  

2. Teacher professional development

Teachers’ understanding of AI technologies and their skills in applying them have gradually improved. Some teachers are now able to use AI tools effectively in teaching, resulting in a more diverse range of teaching methods and approaches. Teachers have gained valuable experience through their practice of AI-based education; they have conducted various teaching research projects and innovative practices, and have published relevant papers and case studies.  

3. Enhanced influence of schools

Through its exploration and implementation in the field of artificial intelligence education, our school has received attention and recognition from higher-level authorities and society. It aims to become a model for smart education in this region. Our school has hosted multiple visits and exchanges from other schools; it has shared its experiences and strategies in artificial intelligence education, and has played a significant role in promoting the development of artificial intelligence education in this region.  

(2) Challenges and reflections  

During the transformation towards AI-based education, schools also face various challenges and problems. For example, the cost of applying AI technologies is high, and schools have limited funding; the level of AI literacy among teachers varies, and some teachers have difficulties in adopting and using AI technologies; the application of AI technologies in education and teaching is not yet extensive or deep enough, and there is a lack of systematic curricula and teaching methods; issues related to data security and privacy protection also require further management and regulation.  

(3) Future prospects  

In the future, the school will continue to deepen the transformation of AI-based education. It will continuously improve the hardware and software resources related to AI education, strengthen the faculty team, and enhance teachers’ AI literacy and teaching skills. A more systematic and comprehensive AI curriculum system will be developed, along with more effective AI teaching methods and models, so as to achieve a deep integration of AI technology and education. At the same time, cooperation with enterprises and universities will be enhanced, and industry-university-research projects will be carried out to improve the school’s research capabilities in AI education. By keeping track of the development trends of AI technology and changes in educational needs, the school can adjust and optimize its AI education strategies in a timely manner, thereby laying a solid foundation for students’ future development.