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The first kind of "high structure/high control" classroom is also our most common classroom at present. Teachers prepare lessons carefully, the logic of teaching plan design is strict, the knowledge points are closely linked, and the teaching objectives are clear and definite. Moreover, in the implementation of classroom teaching, teachers accurately and meticulously guide students according to their teaching plans, and promote implementation according to the ideas and steps designed by teachers. This kind of classroom is rigorous and meticulous, and every time node is strictly controlled by teachers, with little interruption and personalization, so there is no room for "waste". This kind of classroom, understanding and mastering the existing knowledge and knowledge of achievements, is the most effective way to realize the preset teaching goal of every quantifiable learning element based on knowledge points, and it is the most effective teaching that pays attention to the short-term memory and understanding of existing knowledge in the unit teaching time. However, the cultivation of students' learning participation, autonomous learning ability, imagination and innovation ability will be greatly restricted.

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The second category is "high structure/low control". Although this kind of classroom has a well-designed, complete and rigorous teaching plan and process structure, in the process of implementation, the rigor of teachers' "grasping and controlling" is greatly reduced, while students' participation and autonomy are greatly improved. Discussion, dialogue, sharing and debate between teachers and students have become the normal state of this kind of classroom learning, and personalized trial and error and generation are also indispensable elements of knowledge construction in this classroom model. This model will make the functions of teachers and students as the dual subjects of learning more balanced and effective, and make the students' subjective role and the real experience of individual cognition become the most important foundation of deep learning in the teaching process. Without the "low control" of teachers, there would be no "high participation" of students in the classroom.

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The third category is "low structure/high control" category. Contrary to the second classroom, teachers' design of classroom structure and process is open, inclusive and thematic. The process structure of the whole classroom is an open classroom with frame, discipline-oriented, project-oriented, students' independent inquiry learning and continuous creation of content. In this kind of classroom, because there is no rigorous and meticulous teaching design process, there is a lot of room for students to explore independently, and the mastery of teachers has become more important. In the flexible classroom that creates imagination space for students, although students' subjective initiative and participation are less bound, in order to realize and achieve the effectiveness of teaching, teachers need to play a great control role in this classroom, otherwise, the classroom is likely to become inefficient and messy.

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The fourth category is the "low structure/low control" classroom, which has neither strict design and structure nor the dominant control of teachers, and really returns the classroom to the students. Teachers become "invisible people" and students construct their own learning goals, contents and paths. Many innovative project-based learning processes are the best platforms to collect materials, integrate learning resources, find learning partners, study learning methods, read, experiment, sort out, reflect, summarize and present. This kind of classroom is the best carrier to cultivate children's independent innovation ability, exploration and practice ability and construct process knowledge. However, "low structure/low control" is not "no structure/no control", but the teacher's role and function has changed from "dominance" to "invisibility", and the students' subjective role has become more prominent, allowing students to learn to learn and explore, and their cognitive and emotional subjective abilities have been better generated and developed.

In short, these four categories have their own indispensable functions. In our education and teaching, the first two classes have "efficient" functions for the learning of existing knowledge and standardized tests, while the last two classes are of great significance for cultivating children's learning literacy, imagination and innovation, exploring practice, and generating and constructing new knowledge.

Different classroom structures are actually an important platform for the formation of students' core literacy.

Different classroom structures are actually an important platform for the formation of students' core literacy. These four courses have their own values, functions and limitations in our teaching. How to make good use of these four different classroom models with different time and space, different scope, different contexts and different conditions in teaching, so as to "learn from each other's strengths". More importantly, how to integrate these four originally divided but different modes into a fifth new classroom that can be freely converted in different learning scenarios and has the advantages of the four modes. This is also the "smart classroom" that Xiwai and Sanya International Schools tried to explore during this period.

In fact, the course "Walking in the West" is also the experimental exploration of the fifth class in which four classroom models are deeply integrated. The overall design, careful planning, step-by-step exploration and detailed arrangement (high structure/high control) of the walking course at the beginning; Teacher-student cooperation, according to the top-level design itinerary, collect information, form a topic, and formulate the research framework of the project topic (high structure/low control); There will be many "encounters" and "specialties" and all kinds of surprises on the road, but teachers and students can only carry out activities under unified command, scheduling and arrangement (low structure/high control); On the way back and after coming back, the feelings and achievements of teachers and students are displayed in various forms (low structure/low control); In the course of walking, which integrates four kinds of western classes, there are subject knowledge, subject research, social investigation, helping the poor, teaching, environmental transformation, tempering will and character, emotional and humanistic care, personal experience and collective sharing. This is the real educational scene that students' core literacy can generate, and it is also the exploration process of the fifth generation!

The course "Classical Reading and Creative Writing in Chinese and English as a Foreign Language" is also the "fifth element" to integrate the four classroom models under the teaching ecology of 15 years. In the design of reading content selection, the backbone teachers of Chinese and English curriculum groups brainstorm, try to read and reflect, screen and recommend, and form a cross-border integrated and complementary western-style classic reading system (high structure/high control); However, in the teaching process of reading and writing, according to the changes of different learning periods and different learners' learning situations, we follow the law of "excellent reading leads to performance, excellent reading leads to writing, and excellent reading leads to creation", and encourage teachers and students to show their exchange reading gains in various forms such as drama, speech, debate, picture books, lyrics creation, cross talk jokes, singing poems, audio books and even WeChat, and even we break the live broadcast (high structure/low control). In the poetic cultural space such as "window of words, bamboo pavilion, Plato's corner, Sophie's world, game board, music harbor, cloud classroom, John's cabin, one-meter sunshine, star-watching platform and Broadway graffiti room", the mysterious "book basket", the bookshelf between pitching and sitting up and the moving "book cart" are all filled with the fragrance of sunshine and coffee. All these make the natural and cultural space in the campus outside the West blend with each other (low structure/high control) and become a heavy and agile "bookstore", giving teachers and students more space for independent reading and "blank space" for stream of consciousness (low structure/low control), promoting cross-border communication between teachers and students and their home schools in a "salon" way, and making reading and writing a way of life for students.