Lianyuan No. 1 High School in Hunan organised a geography lesson into four stages: introduction, inquiry, knowledge building and application. Online questionnaires, animations and demonstrations connected preparation, classroom discussion and follow-up work.
Dingxin Primary School in Hangzhou used the 5E cycle to teach pupils to copy and combine Chinese characters. The case considers how digital tools can support observation and feedback while keeping brushwork central.
Teachers in Chengdu’s Shuangliu District combined AI analysis, classroom observation and pupil work to review a Year 1 lesson on an animal rhyme. They redesigned the questions to move from observation to comparison, reasoning and application.
Hulin No. 1 Middle School explored how SEED could record student performance in authentic tasks such as practical work and community participation. The interim report focuses on designing usable tasks and rubrics to complement written tests.
A case from Heze No. 1 High School in Shandong examines how digital resources can bring materials and methods from other subjects into history lessons. It treats historical understanding and interdisciplinary inquiry as complementary goals.
Hulin Experimental Primary School used SEED to run three rounds of a skipping-rope activity, recording both physical skills and teamwork. Its interim report also identifies gaps in data analysis and assessment criteria.
Chongqing’s Yuzhong District brought lesson study, research, training, classroom observation and supervision together on a district platform. The case describes how the education authority and teacher development institute adapted procedures, tools and support together.
A team from Yunnan Minzu University and a school in Kunming designed three successive projects: a digital picture book, coding traditional patterns and building a website about Bai architecture. Students moved from cultural interpretation to digital creation and development.
Qingxin Primary School used a digital library to give pupils access to more books beyond class. Teachers used platform data to adapt guidance, while pupils used the library for independent reading.
Two schools in Wanyuan examined how teachers can select resources from China’s national school platform and adapt them to rural classrooms. The case focuses on the relationship between access to materials and how they are used in lessons.
