On January 9, the district-level project exhibition—titled "Linking the 'Double New' and Creating an Intelligent Ecosystem: Exploring the Cultivation of Primary School Science Literacy Based on Backward Design Theory"—in the 10th Jing'an Academic Season, concluded on the Haifang Campus of Jing'an Experimental Primary School in Shanghai. The event centered on teaching transformation under the new curriculum standards and new textbooks, with the theme of "Project Exhibition of Digital and Intelligent Technologies Empowering Teaching and Educational Reform, Regional 'Double New' Linkage". It comprehensively showcased the school's innovative practices and achievements in building sustainable learning spaces on an ecological campus and implementing an integrated teaching-learning-assessment model.
At the event, the real-world question "How can we turn straw—which causes haze when burned—into something valuable?", raised by students at the Congress of the Chinese Young Pioneers, became the core driving force behind the "Straw Mushroom House" learning project. Under the joint guidance of teachers in science, labor, fine arts, and information technology, students carried out independent investigations into the key factors affecting mushroom growth and deeply integrated generative AI across the entire process—from designing variables and analyzing data to producing outcomes—thereby establishing a complete, closed-loop teaching model that combines "ecological practice, interdisciplinary integration, and empowerment by digital and intelligent technologies".
During the phase focused on researching variables, students used generative AI to quickly search cultivation cases, analyze fungal growth mechanisms, and refine their experimental hypotheses and control schemes. In the result output phase, AI acted as a "creative collaborator" in editing videos, generating design sketches, drafting presentation outlines, and more. The project culminated in a series of focused, well-structured inquiry reports—such as "Exploring Button Mushroom Growth Conditions", "The Secrets of Substrate Layering", and "The Effect of Light on Mushroom Growth"—making the learning process more precise and engaging.
In the after-class discussion session, the Ketangbao system served as an interdisciplinary assessment hub to integrate multidimensional performance data and produce student growth reports. The Shentong lesson-assessment system reshaped the teaching-research model: Teachers observing lessons scan a QR code to submit feedback instantly, and within 10 minutes, the system automatically generates multidimensional heat maps and a concise summary of recommendations; the system shifts teaching research from delayed review to on‑site co-creation, significantly broadening its teaching research reach and enhancing its effectiveness.
Experts in attendance gave the project high praise, unanimously agreeing that it was driven by real-world problems and, relying on interdisciplinary collaboration as well as digital and intelligent tools, had precisely implemented literacy-based teaching strategies. They noted that, in terms of mechanisms for teaching research, the project realized "full participation, data support, and immediate feedback", providing a replicable and scalable practical model for project-based learning in the district amid digital transformation and the rise of intelligent technologies. The experts commended the school's goal-led approach and its integration of assessment throughout the teaching process, while offering directions for further reflection on interdisciplinary learning objectives and the distinction between science and technology, guiding the school's future development.
The event completed a full cycle of "practice exhibition—intelligent research and discussion— model refinement—regional dissemination", providing valuable practical experience for the district's digital and intelligent transformation in education and the implementation of the "Double New" initiative. Principal Zhu Limin said the school would continue to place students' real‑world problems at the center, supported by digital and intelligent tools as well as the mechanism for interdisciplinary collaboration. It would further deepen the full integration of teaching, learning, assessment, and education, steer project‑based learning toward being more vibrant, efficient, and educationally impactful, and shift education from knowledge transmission to literary cultivation, laying a solid foundation for nurturing high‑quality young people for the new era.