Peer Collaboration — Joint Teaching and Research Activity Among Four Schools


On the morning of October 24, the Affiliated Experimental School of Guangxi University of Foreign Languages hosted a joint instructional‑research visit involving four schools. Led by Principal Huang Haifei, more than 50 teachers from Nanning Haifei School, Yuhua School, and Xingxing School arrived at our school, marking the official start of the collaborative teaching‑and‑research activities.

 

 On the morning of October 24, the Affiliated Experimental School of Guangxi Foreign Languages University hosted a joint instructional‑research activity involving four schools. Led by Principal Huang Haifei, more than 50 teachers from Nanning Haifei School, Yuhua School, and Xingxing School visited our school, marking the official start of the event.  The visiting educators observed and attended classes in Chinese, Mathematics, and English. In her Chinese lesson, Teacher Zhao Dongdong focused on cultivating students’ interest. She prepared meticulously, thoroughly studied the textbook, set clear learning objectives, accurately identified key and challenging points, and effectively addressed them. During the class, she employed a variety of reading activities—purposeful reading, group reading, individual reading, choral reading, and teacher–student collaborative reading—fully engaging students and stimulating their enthusiasm for learning. By handing classroom instruction over to the students, she emphasized sparking their curiosity, developing their verbal and cognitive skills, and fostering independent inquiry, thereby achieving the lesson’s goals with great effectiveness.  In the mathematics class, Teacher Huang Lili divided the students into small groups, seating each group together around tables rather than facing the blackboard. Students were encouraged to proactively pose questions, collaboratively explore issues, and work through solutions, actively participating and enjoying the process.  In Teacher Yu Lei’s English lesson, students expressed diverse perspectives and freely shared their ideas, creating a lively and dynamic classroom atmosphere. Through mutual exchange and thoughtful prompting, they collectively reached their learning objectives, yielding outstanding teaching results—testaments to our school’s strong campus culture.  After the lessons, teachers from all four schools gathered to discuss the three observed classes. They engaged in earnest deliberations on our school’s distinctive “Green Fun‑Driven” classroom model, offering high praise. Finally, Principal Luo Zhousheng delivered a concluding address, elaborating on how to effectively implement this pedagogical approach and providing detailed feedback on the day’s three lessons. As expected of an expert, his comments were incisive and spot‑on, earning unanimous approval from teachers across the four institutions.  This event provided valuable opportunities for both the instructors and the evaluators to refine their teaching practices. We have every reason to believe that this inter‑school instructional‑research initiative will significantly advance our school’s overall teaching standards.

 

Teachers observed and evaluated our school’s Chinese, mathematics, and English classes. In Teacher Zhao Dongdong’s Chinese lesson, the emphasis was placed on “interest.” She prepared meticulously, conducted an in-depth analysis of the textbook, set clear instructional objectives, accurately identified key and challenging points, and successfully addressed them. During the class, she employed a variety of reading activities—purposeful reading, small-group reading, individual reading, choral reading, and teacher–student collaborative reading—effectively stimulating students’ enthusiasm for learning. By handing classroom instruction over to the students, she focused on sparking their interest, cultivating their oral and cognitive skills, and fostering their capacity for independent inquiry, thereby achieving the lesson’s objectives in a highly effective manner.

 

 Affiliated Experimental School of Guangxi University of Foreign Languages

 

In math class, Teacher Huang Lili divides the students into several small groups, seating each group together. Rather than facing the blackboard, the students sit around tables in their groups. During the lesson, students are encouraged to pose questions on their own, and they collaboratively explore and solve these problems, fostering a sense of confidence and enjoyment in participation.

 

 Affiliated Experimental School of Guangxi University of Foreign Languages

 

In Teacher Yu Lei’s English class, students expressed diverse perspectives and freely shared their views, creating a highly dynamic classroom atmosphere. Through mutual exchange and thoughtful prompting, they collectively achieved the lesson’s objectives, yielding outstanding teaching outcomes—thus exemplifying our school’s vibrant campus culture.

 

 Affiliated Experimental School of Guangxi University of Foreign Languages

 

After the lessons, teachers from the four schools gathered to discuss the three classes taught at our school. During the session, they engaged in a thorough deliberation of our school’s distinctive “Green Fun‑Movement” classroom model and offered high praise. Finally, Principal Luo Zhousheng delivered a concluding remarks, elaborating on how to effectively implement this pedagogical approach and providing detailed feedback on today’s three lessons. As expected, the expert’s insights were exceptional; Principal Luo’s analysis was meticulous, incisive, and spot‑on, earning unanimous nods of agreement from teachers across all four schools.

 

 

During this event, both the teachers who conducted the lessons and those who provided feedback gained valuable experience to varying degrees. We have every reason to believe that the inter‑school instructional‑supervision and research activities will significantly advance the overall quality of teaching at our school.

 

 Affiliated Experimental School of Guangxi University of Foreign Languages