夜雨聆风Documents of Quanze Primary School in Shizhong District of Jinan City
Quanze Xiao [2026] No.3
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AI Empowers Critical Thinking and Creativity: Ecological Classroom Practice in Quanze Primary School
—— A typical case of ——D4S project practice base applying for ICT education award.
I. Background and Orientation: From "Ecological Education" to "Integration of Mathematics and Intelligence"
Quanze Primary School in Shizhong District of Jinan City was founded in 2017. It is a branch of Jingwu Education Group, with 53 classes, 2,481 students and 121 teachers. Based on the concept of "ecological education without boundaries", the school has built a trinity education system of "curriculum-practice-value shaping". In October, 2023, the school was awarded the pilot school for large-scale application of the "Central Library Artificial Intelligence Course" by the Education Technology and Resources Development Center of the Ministry of Education (Central Audio-visual Education Center), and became one of the eight pilot schools in the second batch of pilot areas in the central district of Jinan.
Guided by the concept of "ecological education without boundaries", the school has constructed an ecological classroom model of "one core, three sections and six rings". "One core" is centered on "learning-centered literacy ecological classroom research"; "Three stages" refers to three stages: pre-learning, interactive learning and extended learning; "Six Rings" correspond to six teaching links. This model provides a framework for the deep integration of AI technology and classroom teaching.
Taking this opportunity, the school deeply integrates artificial intelligence technology into the whole process of education and teaching, and systematically promotes the deep integration of AI technology and the core literacy of teachers and students by relying on the established district-level "14 th Five-Year Plan" project "Practical Research on Digital Intelligence Empowering Ecological Classroom in Primary Schools" (general project) and the teacher's special project "Research on interdisciplinary thematic teaching of information technology in primary schools based on artificial intelligence". In 2026, the school further incorporated the teaching mode of "integration of mathematics and intelligence" into the top-level planning of overall curriculum construction, and clarified the innovative path of "inspiring imagination with AI, forging creativity with practice, and cultivating critical thinking with dialogue".
As the practice base of D4S project, the school gives full play to the advantages of "Jinan Xinglong K15+ Education Alliance" and combines the resources of kindergarten, primary school, junior high school and senior high school to create an artificial intelligence education ecology of "popularization+stratification+practice" and form an "ecological classroom with school-based characteristics".
In terms of educational fairness and inclusiveness, the school has carried out systematic design. First, develop auxiliary support programs for students with special needs: design vibration feedback instead of sound prompts for visually impaired students, and make visual action guidance cards for hearing impaired students to ensure that AI courses benefit every student. The second is to implement the stratified inclusive teaching strategy: set up basic, advanced and challenging tasks under the same theme to adapt to students with different cognitive levels; At the same time, for schools with different resource conditions, it provides two sets of implementation schemes, namely "High Edition" (smart screen+wearable device) and "Pratt & Whitney Edition" (ordinary camera+lightweight application), which has the potential to be promoted to underdeveloped areas.
2. Typical Case 1: Enlightenment in AI Classroom —— Constructing logic and imagination in "human-computer interaction"
(A) Teaching design and implementation
In the course of "Smart Eye of Flying Robot"-Image Recognition taught by information technology teachers, students focus on "face recognition and image classification technology" by project-based learning, and go through the whole process of "data collection, model training, system deployment, effect test and optimization iteration". This lesson has been incorporated into the school-based curriculum system of artificial intelligence, which is an important extension after speech recognition and speech synthesis teaching.
Data collection stage: Students are divided into groups to collect campus articles (stationery, plants) and face image data under different light conditions (strong light, weak light and backlight) and different angles (front, side and overlooking), and each group collects at least 50 samples, and fills in the Record Sheet of Image Classification Test.
Model training stage: relying on Iflytek Changyanzhi AI programming platform and "Xiaofei Robot", students annotate the collected data, train image classification and face recognition models, and record the recognition accuracy under different parameters.
System debugging stage: deploy the trained model to the robot terminal for field test. Students need to adjust the "threshold" parameters, supplement training data and optimize the recognition logic according to the test results until the preset recognition success rate (≥90%) is met. Teachers provide animation demonstration of "safety door" to help students understand the adjustment principle of "threshold".
Achievement presentation stage: each group demonstrates the robot recognition effect to the whole class, explains the design ideas in subject languages (such as feature extraction, database comparison and threshold mediation), and accepts questions and comments from teachers and students. The evaluation criteria include functional realization, recognition accuracy, teamwork, explanation and expression.
(B) the cultivation path of critical thinking
The deep value of this case lies in that students naturally have a systematic questioning and critical thinking about artificial intelligence in the process of complete technical practice.
Germination of data bias consciousness: In the test, some students found that "when the light at the door of the classroom is dark, the accuracy of robot recognition drops obviously". The student took the initiative to ask: "If this system is used in campus security at night, will it be wrong because of the light problem?" The teacher guided the class to discuss "the decisive influence of data quality on AI decision-making". The student wrote in the study list: "It turns out that AI will make mistakes, and it needs human beings to help it constantly optimize." This understanding marks the students' shift from "technology worship" to "technology appraisal".
Weighing thinking in threshold debugging: When debugging the "threshold" parameter, students find that the recognition is more accurate after the threshold is raised, but sometimes they "reject" the face that should have passed; After the threshold is lowered, the pass rate is high, but there may be a wrong match. Through repeated experiments, students concluded that "the threshold needs to be set according to specific scenes, and there is no absolutely correct value". This discovery makes students understand that the choice of technical parameters is essentially a decision-making problem of "weighing advantages and disadvantages" rather than a "right or wrong" problem.
Conscious occurrence of ethical reflection: In the group presentation, some students asked: "If the school records our attendance and behavior with face recognition, how can we protect our privacy?" This question triggered a class debate. Teachers introduce the Measures for the Safety Management of Face Recognition Technology (implemented on June 1, 2025) to guide students to discuss legal issues such as the principle of individual consent and the special protection of minors. Students spontaneously formed a preliminary understanding that "technology application needs ethical and legal constraints", and specially designed a column of "safety precautions" in the "Class Face Recognition Sign-in Scheme", which included "I and my parents must agree before collecting face information" and "the collected face information is only used for sign-in and cannot be used for other purposes".
In the course, the school also added a "student objection feedback channel". When students have doubts about the results or evaluation of AI recognition, they can submit a "question sheet", and the teacher will intervene in the review and record the correction process. For example, in the image classification test, some students thought that the machine misjudged the pencil as a ruler because the training data lacked photos from a specific angle. The teacher adopted this suggestion and instructed the students to supplement the data and retrain. This mechanism transforms "technical appraisal" into a normal teaching link.
Teaching reflection: The teacher wrote in the after-class reflection: "What makes me most gratified is not that the students have learned programming, but that they began to ask' why do robots admit their mistakes' and' how can they make them smarter'. They no longer regard AI as a mysterious black box, but as a tool that can be analyzed and improved. " This reflection confirms the core goal of instructional design-to cultivate students' ability to critically examine technology.
Third, the typical case 2: AI opens the imagination-the dialogue of "fantastic questions" through time and space
(A) Situation creation and teaching application
At the opening ceremony in the spring of 2025, the school introduced the function of Iflytek's AI big model, and created an immersive learning scene for students to interact with the virtual image of Einstein generated by AI in real time.
Dialogue Record: A third-grade student asked "AI Einstein": "Grandpa Einstein, what does relativity really mean? Why is time and space relative? " AI has tailored the explanation for primary school students with friendly and popular language, combined with analogies such as "moving train" and "constant speed of light". After listening to this, the student said excitedly, "It turns out that relativity is not a formula that you can't understand in the textbook, but a wonderful story about the universe!"
Teaching extension: After this dialogue, the teacher introduced the function of "thinking wonderfully and asking questions" into the science class normally. When students learn abstract scientific concepts (such as black holes, quantum entanglement, and DNA double helix structure), they can ask questions to AI "experts" through voice interaction, and AI can visually explain them with languages and metaphors that meet children's cognitive level.
(B) the reconstruction mechanism of imagination
The functional orientation of "Curious Questions" transcends "Interesting Questions and Answers", and its essence is a teaching tool of "cognitive scaffolding" and "conceptual metaphor".
Lower cognitive threshold: Faced with abstract theories (such as relativity and quantum mechanics) beyond the cognitive scope of primary school students, students often lose interest in exploration because they can't reach them. AI transforms complex concepts into languages and metaphors that conform to children's mental level (such as "moving train" and "constant speed of light"), which lowers the cognitive threshold and makes students "reach and make sense". After class, a student wrote: "I used to think Einstein was a god-like person, and I couldn't understand his words." Today, I found out that what he said is actually a very interesting story. "
Stimulation of Extensible Imagination: After talking with "AI Einstein", many students spontaneously asked: "What would I see if I was as fast as light?" "What's in a black hole?" "Is time travel possible?" These questions are not whimsical, but creative imagination with boundaries based on the scientific anchor provided by AI. AI's answer becomes the jumping point of imagination, not the end. Teachers arranged the expansion task of "My Diary of Scientific Imagination" and collected dozens of students' works, many of which were rated as excellent.
In the follow-up guidance of scientific imagination diary, teachers introduced "error attribution training". For example, when students describe "If I can fly, I can catch up with the light", the teacher leads the analysis: "The speed of light is 300,000 kilometers per second. How fast can people fly? What's the physical flaw in this imagination? How to modify it to be more reasonable? " Students learn to distinguish between "realizable scientific hypothesis" and "pure fantasy" by comparing scientific facts with imaginary contents. At the same time, the school links the scientific questions in the "fantastic questions" with mathematics and information technology classes: "Why is the speed of light the limit" put forward by students derives the perception of order of magnitude in the mathematics class "Exponent and Logarithm"; The dialogue record between students and AI is used in the introductory teaching of "natural language processing" in information technology class, and how AI understands human questions is analyzed.
Deepening interdisciplinary integration: the school will link "fantastic thinking and wonderful questions" with Chinese and fine arts disciplines. After talking with AI, students need to record their imagination and gains in the form of words or paintings, forming an interdisciplinary learning closed loop of "scientific inquiry+literary expression+artistic creation". This practice was shown as a typical lesson in the "AI teaching seminar" of the alliance, which was well received by the alliance school.
Fourth, typical case 3: AI empowerment and creation-from "science and technology garden" to "project incubation"
(A) the creative practice in the Science and Technology Festival
In April, 2025, Jinan Xinglong K15+ Education Alliance's Science and Technology Festival of "Playing Science and Technology Hey FUN Future" was held in Quanze Primary School. At the event site, the Alliance Academy of Juvenile Sciences was formally established, and the first batch of "Little Academicians of Science" candidates wore self-designed scientific and technological costumes (mechanical arms, magic cloaks, future armor) to show their achievements.
In the "Science Experience Zone", students of Quanze Primary School displayed a number of original works based on AI, covering multiple technical directions:
Intelligent bridge model: Students combine the principle of structural mechanics and pressure sensor technology to design a "smart bridge" model that can monitor the load-bearing and deformation state of the bridge in real time, and transmit the monitoring data to the terminal for visual presentation through the Internet of Things module. This work originated from the knowledge of "bridge structure" that students learned in science class. They offered "Can we monitor bridge safety with sensors" and finished it independently under the guidance of teachers.
AI garbage sorting assistant: Students use the image recognition model to train the prototype of intelligent trash can that can identify recyclable, kitchen waste, harmful and other four types of garbage. The project originated from the school's "garbage classification" ecological project. Students found that "many students are confused about the classification standards", so they came up with the idea of "letting robots help classify". After several hours of model training and debugging, the automatic process of "identification-classification-opening" was finally realized.
Voice intelligent home control system: Students use voice recognition module and open source hardware "Futurism" to build smart home prototypes such as voice-activated lights, voice-activated fans and voice-activated curtains. The project won an award in the practical activities of improving the information literacy of municipal students.
AI Campus Broadcasting System: Students use speech synthesis technology to design an intelligent broadcasting system that can automatically broadcast weather, curriculum and campus notices. The system has been tried in some classes, and students can customize the broadcast content according to their needs.
These works are not "high-tech piling up", but students project their creativity into the solution of real-life problems after understanding the basic principles of AI. Each project contains a complete creative chain of "problem discovery-scheme design-technology realization-test optimization-achievement display".
(B) The systematic combing of the results of the competition
In the academic year of 2024-2025, students of Quanze Primary School performed well in information literacy and artificial intelligence competitions at all levels: at the provincial level, many students of the school won the first prize in the creative programming competition of Shandong Youth Digital Literacy Improvement Skills Competition; In the practical activities of improving students' information literacy in Shandong Province, such events as "Creating the Future", "Digital Painting" and "Open Source Hardware Programming" won the first prize and the second prize. At the municipal level, students have won more than ten first and second prizes in many competitions, such as "Intelligent Natural History" (Xiaofei Robot Development Competition), "Creative Programming", "FLL Exploration" and "Digital Painting".
In terms of teacher guidance, the school information technology teacher team has been awarded "excellent instructors" at the provincial and municipal levels for many times. In addition, the student team under the guidance of teachers performed well in the FLL exploration project of Yangguan-Lego Education Science and Technology Innovation Activity, and obtained the national exchange certificate issued by the Education Technology and Resources Development Center of the Ministry of Education.
These achievements not only confirm the effectiveness of AI education and teaching in schools, but also provide rich practical feedback experience for classroom teaching.
(3) Creative extension
On the basis of the Science and Technology Festival, the school further encourages students to extend AI creation to more scenes. In the information technology class, the fifth-grade students put forward the creative design scheme of "one stroke and one type of martial arts recognizer": imagine using a tablet computer to record martial arts action videos such as "lunge punching" and "lunge pushing", and use the image recognition model to train the robot to judge whether the action is standard or not. The project originated from students' interest in traditional martial arts-some students asked, "Can robots be martial arts coaches?" Teachers guide them to use the image classification method they have learned in class to carry out scheme conception and feasibility analysis.
In addition, the school plans to prepare the "AI+ Sports" innovation competition in the next semester, and set up such competition topics as "sports injury early warning model" and "action optimization suggestion system" close to campus sports life to encourage students to apply AI creativity to real sports scenes.
(D) Collaborative education mechanism
The school has built a "school-home-society-enterprise" four-in-one science, technology and education community, which provides resources for the development of students' creativity;
Empowering colleges and universities: Students from Shandong University walked into Quanze Science and Technology Festival, bringing cutting-edge exhibits such as electric unmanned vehicles, ROS smart cars, 3D printing and VR space experience. The "science teacher" explains the technical principles in vivid language, guides primary school students to operate with their own hands, and realizes a one-stop experience of "seeing, playing, learning and creating".
Enterprise empowerment: As "partners in science education", enterprises such as Iflytek, DJI and Lenghu Laboratory bring cutting-edge equipment and engineer resources to the campus, so that students can touch the real technology development scene in. The school has established a deep cooperative relationship with Iflytek, and regularly invites engineers to enter the school to carry out technical training and project guidance.
The core value of this model is that AI is no longer a "sophisticated" in a closed laboratory, but a "creative material" that can be transformed and reorganized in the hands of students. Creativity is activated in "hands-on, hands-on modification and hands-on creation".
V. Typical Case 4: Advanced Critical Thinking —— Systematic Thinking Behind "Security Guardian"
(A) the curriculum development of real technical scenes
In the school season in September 2025, the first unmanned intelligent patrol car in Shandong Province was officially "employed" at the entrance of Quanze Primary School. The car is equipped with lidar and visual camera, which can realize 360-degree environmental perception, autonomous cruise and 24-hour uninterrupted duty.
The school didn't just regard this as "upgrading campus security", but developed it into an interdisciplinary inquiry course, and designed three progressive inquiry modules.
Technical inquiry module: students study around the following questions: "How does lidar' see' obstacles?" "How do unmanned vehicles do path planning?" "Will the sensor be affected in rainy days and at night?" Students can understand the basic principle and reliability boundary of driverless technology by consulting materials, consulting engineers and observing on the spot. Teachers provide the Technical Manual of Unmanned Patrol Vehicle as a learning support.
Social topic debate module: teachers organize students to start class debates around the following topics:
"Is it safer for unmanned patrol cars to monitor the campus around the clock, or is it an invasion of privacy?" "Will the judgment of the machine go wrong? If you hit someone, who will bear the responsibility? " "If patrol cars take the place of security uncles, will they lose their jobs?"
Students need to cite evidence, analyze advantages and disadvantages, form their own judgments and make well-founded expressions. During the debate, students spontaneously consulted the relevant provisions of the Personal Information Protection Law. Some students suggested: "According to the law, the collection of personal information of minors requires the consent of the guardian. Did the patrol car collect our whereabouts data with the consent of our parents?" The depth of this problem surprises teachers.
System optimization design module: students ask, "If you were an engineer, how would you improve the obstacle avoidance algorithm or emergency response mechanism of patrol cars?" In order to drive the task, the improvement scheme is put forward. The collected suggestions from students include: "Add voice reminding function to prompt' Please pay attention to vehicles' when encountering pedestrians"; "Set manual emergency stop button so that security guards can take over at any time"; "Install warning lights on the roof to make it more eye-catching at night".
(B) the systematic cultivation of critical thinking
The uniqueness of this case lies in that it does not stop at the superficial marvel of "science and technology is amazing", but guides students to make a systematic, multi-dimensional and deep-seated critical examination of technology.
Technical reliability evaluation: Students question "Will the sensor be affected in rainy days or at night?" "If the lidar is blocked by bird droppings, can it still work normally?" These problems point to the reliability boundary of technology and cultivate students' sensitivity to the limitations of technology. The students' conclusion in the inquiry report is: "Unmanned technology is very advanced, but it can't completely replace human judgment, and it needs man-machine cooperation."
Privacy ethics: "Will machine patrols collect our whereabouts data?" "Where are these data stored? Who has the right to view it? " -Students spontaneously pay attention to data privacy issues. Teachers introduced the "Safety Management Measures for Face Recognition Technology Application" for guidance, and students concluded that "technology application must abide by the principle of" minimum necessity ".
Social impact review: "If patrol cars replace the work of security uncles, will they lose their jobs?" This problem touches on the social issue of technology replacing labor force. During the discussion, students realized that there is a complex relationship between technological development and social equity, and people's employment security should be considered at the same time of technological progress. Some students suggested: "You can let the security uncle learn to operate the patrol car, and change from a patrolman to a robot manager."
The school pays attention to data privacy protection, and all the collected data are anonymized, and the biometric information of faces is not stored, only the desensitized data of movement tracks are kept, which meets the relevant requirements of the Personal Information Protection Law of People's Republic of China (PRC).
President Yang Yang said at the opening ceremony: "We hope that through such scientific and technological means, children can learn to examine science and technology rationally while feeling the temperature of science and technology." Turning real technical scenes into critical thinking training ground is an important feature of AI education in Quanze Primary School.
VI. System Support: Trinity of Curriculum, Project and Ecology
The AI education in Quanze Primary School is not a "dot activity", but a systematic top-level design as a support.
(A) the curriculum system
The school has built an ecological classroom model of "one core, three sections and six rings" to deeply integrate AI education into daily teaching. The AI school-based curriculum covers grades 3 to 6, with a total of 32 class hours and 1 class hour per week. The teaching place is AI Innovation Education Laboratory.
stage | class | Core content | Typical lesson example |
The first stage of AI enlightenment | 1-6 class hours | Basic operation and voice/image recognition experience of small flying robot | Artificial Intelligence in Life, Campus Intelligence Interpreter |
Advanced second-stage programming | 7-12 class hours | Graphical programming, sequential/selective/cyclic structure, sensor application | Xiao Fei plays guessing numbers, and intelligent tour of campus |
The third stage of innovation practice | 13-18 class hours | Project-based learning, interdisciplinary integration and campus scene application | Intelligent garbage classification Face recognition sign-in |
(2) Project guidance
The school has established two "14th Five-Year Plan" projects at the district level to provide theoretical support for AI education:
1. Practical Research on Ecological Classroom in Digital Intelligence Empowering Primary School (general subject, director: Wei Jianbin): Focusing on the integration path and evaluation system construction of digital intelligence technology and ecological classroom, it has formed the two-track training course of "technology+teaching method" and the teaching model of digital intelligence empowering ecological classroom.
Research on interdisciplinary teaching of information technology in primary schools based on artificial intelligence (teacher's special subject, director: Zong Weiwei): Focusing on interdisciplinary integration of AI technology and information technology courses, the first draft of Xiaofei Robot Programming Case Manual has been completed, and interdisciplinary integration lessons such as Let Xiaofei Learn to Translate have been developed.
(3) Space construction
The school has built an AI innovation education laboratory, equipped with the following equipment:
Small flying robots (1 in each group), open source hardware "futurism", intelligent driving car, image recognition experimental platform, teaching tablet computers (50), and intelligent blackboard.
The laboratory supports the teaching and experiment of various AI skills such as speech synthesis, face recognition, object recognition, machine translation, man-machine dialogue, etc.
(D) Alliance coordination
As the leading school of K15+ Education Alliance, the school has joined seven member schools, including Jinan Experimental High School, Quanze Junior High School and Quanze Kindergarten, to realize the scientific education in the whole period of junior high school and senior high school. The main collaborative activities include:
Undertaking the Alliance's "AI Teaching Seminar", showing integrated lessons, organizing Alliance kindergarten students to visit the AI lab, leading the Alliance's "AI Innovation and Technology Festival", displaying students' works, and establishing the "Alliance AI Teachers' WeChat Group" to realize cross-school teaching and research and resource sharing.
(E) School-community cooperation
The school establishes the "science education partner" system, and the cooperative units include:
Universities: Shandong University, Shandong Academy of Agricultural Sciences; Science and technology enterprises: Iflytek, DJI, Lenghu Laboratory; Scientific research institutions: related research institutes.
The cooperation contents include: enterprise engineers' entrance training, college teachers and students' entrance to campus popular science activities, and joint development of school-based courses.
In order to ensure the continuity of the AI education model, the school has designed the "AI teaching method inheritance plan": First, the school training mechanism of "mentoring system" is established, and backbone teachers lead 2-3 young teachers to complete a complete round of AI course teaching and reflection each semester; The second is to establish an "AI teaching resource database" to digitally archive all teaching plans, courseware, study lists and evaluation gauges; Third, we signed an agreement with Iflytek to keep the offline version of teaching software, so as to avoid course interruption caused by platform upgrade. In addition, the school plans to open source non-core codes (such as basic template of image classification and simple framework of face recognition) after the project is finished, and attach low-cost deployment guidelines (supporting ordinary camera+mobile phone operation) for schools in developing regions to use for free.
Vii. declared value: "quanze experience" of D4S project
As the practice base of D4S project, Quanze Primary School's exploration in "AI reconstructing teachers' and students' imagination, creativity and critical thinking ability" has formed a practical paradigm with replicable and popularized value.
(A) paradigm breakthrough: from "using AI" to "thinking AI"
The school not only regards AI as a teaching tool, but also regards it as the object and carrier of thinking training. Students complete the growth of critical thinking in "training model-questioning prejudice-ethical reflection", stimulate creativity in "talking with AI-asking questions-extending imagination" and exercise practical ability in "finding problems-designing prototypes-testing optimization". This paradigm breaks through the common limitations of "AI applied teaching" and promotes AI literacy to the level of "metacognition".
(B) Double-track infiltration: both sense of ritual and routine.
There are "high-light moments" such as opening ceremony and science and technology festival to ignite interest, and there are normalized PBL courses and project research to ensure deep learning. The two complement each other and form a complete chain of "interest stimulation-continuous investment-ability internalization". The Science and Technology Festival covers hundreds of teachers and students in the Alliance School, and the daily AI course covers all students in the fourth and fifth grades of the whole school, achieving the dual goal of "popularization+top-notch".
(C) the whole period through: K15+ science and education chain
With the advantage of K15+ Education Alliance, the whole school period from kindergarten to high school can be connected. Each school period has its own emphasis: kindergarten focuses on AI perception enlightenment (such as "Little Flying Robot Telling Stories"), primary school focuses on principle understanding and project creation (such as garbage sorting assistant), junior high school focuses on programming practice and system design, and senior high school focuses on technological innovation and scientific research. This system effectively avoids the science and technology education fault of "the primary school is bustling and the middle school is deserted".
(D) Ecological empowerment: school-home-society-enterprise collaboration
Government policy guidance, theoretical support of colleges and universities, technical support of enterprises and family participation and cooperation form a joint force. The school promoted AI popular science knowledge through the platform of "Family Growing Together", and parents participated in the "Family AI Experiment" activity, with a participation rate of over 80%. The award-winning of students' works in competitions at all levels is the embodiment of the cooperative education between home and school.
(E) the results of the competition feedback teaching
The excellent performance of students in all levels of competitions verified the effectiveness of classroom teaching. More importantly, the participating students bring the competition experience back to the classroom and become "little teachers" to guide other students, forming a virtuous circle of "students teaching students". The cases and experiences accumulated by teachers in the process of guiding competitions have also been systematically sorted into school-based teaching resources to feed back daily classroom teaching.
In terms of replicability, the Quanze model has formed a layered implementation scheme: the "smart screen+wearable device" high-end scheme is recommended for areas with abundant resources, and the "ordinary camera+mobile phone" universal scheme is provided for areas with weak resources, with detailed cost calculation and deployment guidelines. Through the K15+ Alliance, this model has spread to many schools in the Alliance, and it is planned to carry out twinning pilot projects with rural schools in the province.
VIII. Conclusion
The practice of Quanze Primary School shows that artificial intelligence is not to replace the imagination, creativity and critical thinking of teachers and students, but to awaken, stimulate and upgrade these unique human abilities. In the era of "man-machine symbiosis", Quanze's experience provides a basic education answer for "what kind of people to cultivate and how to cultivate them", which is rooted in China.
The school will continue to rely on the D4S project practice base, deepen the study of "Digital Intelligence Empowerment Ecological Classroom", improve the AI education system of "popularization+stratification+practice", and continue to explore for cultivating future citizens with critical thinking, creativity and humanistic care.
Practice base: D4S project practice base
Applicant: Quanze Primary School, Shizhong District, Jinan City
Address: No.6 Xingze Road, Shizhong District, Jinan
Contact: Wei Jianbin 13789808313
E-mail:349018034@qq.com
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