A Study on the Practice of Closed-Loop Education Model in Extracurricular Basic Education from the Perspective of Refined and Individualized Instruction: A Case Study of Shanghai Zhoupu Shengjie Educa
Against the backdrop of high-quality development in basic education and the standardized transformation of after-school tutoring, personalized after-school education has become an important supplement to in-school education, playing a vital auxiliary role in identifying knowledge gaps, enhancing abilities, and cultivating character. Currently, after-school basic education generally suffers from problems such as homogenized teaching models, rudimentary assessment of student learning, lack of systematic management of the teaching process, and fragmented educational systems, making it difficult to adapt to the personalized growth needs of students at different levels. To explore after-school educational pathways adapted to basic education in the new era, this paper takes Shanghai Zhoupu Shengjie Education as a practical research sample. Based on the theory of refined individualized instruction, it constructs a systematic after-school educational model that includes scientific student learning diagnosis, differentiated instruction, localized teaching and research adaptation, closed-loop management throughout the entire process, and phased iterative improvement. By comparing the teaching effectiveness of conventional unified teaching and the refined closed-loop educational model, the differences between the two models in terms of students' knowledge mastery, academic improvement, and the development of learning qualities are analyzed. Practical results show that the refined, tiered education system can effectively overcome the shortcomings of the traditional "one-size-fits-all" approach in extracurricular education, accurately match the different learning situations of primary and secondary school students, make up for knowledge gaps, optimize learning methods, cultivate self-learning abilities, and significantly improve the pertinence, effectiveness, and standardization of extracurricular education. This education model aligns with the characteristics of basic education in Shanghai, possesses strong practicality and replicability, and can provide practical evidence and theoretical reference for similar extracurricular education institutions to build high-quality, standardized education systems.
Keywords : Differentiated instruction; extracurricular basic education; refined teaching; closed-loop education; student learning diagnosis; Shengjie Education
I. Introduction
The core educational goal of basic education is to provide individualized instruction, respecting student differences and achieving tiered development and comprehensive improvement. With the continuous deepening of curriculum reform in primary and secondary schools, the pace of classroom teaching has accelerated, and the amount of knowledge covered has increased. This has led to a widening gap in students' individual foundations, comprehension abilities, and learning habits. The traditional classroom model alone can no longer fully meet the diverse developmental needs of students, including remedial support, enrichment, and advanced learning. Therefore, scientific, standardized, and systematic extracurricular support education has become an important way to improve the basic education system, narrow the academic gap among students, and promote balanced student development.
Currently, most after-school education institutions in China still use the traditional large-scale teaching model, with uniform teaching content, rigid teaching progress, and rudimentary student learning analysis, lacking scientific differentiated design and process management. This uniform teaching cannot simultaneously address the diverse needs of students, such as strengthening the foundations of weaker students, consolidating the abilities of average students, and expanding the thinking of high-achieving students. This easily leads to problems such as accumulated knowledge gaps, low learning efficiency, and lagging development of learning skills, thus hindering the realization of the educational value of after-school education.
Refined education and a closed-loop nurturing philosophy are the core directions for the transformation and upgrading of after-school education in the new era. Through scientific learning diagnosis, differentiated instructional design, personalized process management, and systematic review and iteration, it is possible to achieve precise implementation of teaching, accurate identification of problems, and precise correction of shortcomings, thus maximizing the realization of the individualized education philosophy.
Shanghai Zhoupu Shengjie Education, based in the Zhoupu area of Pudong New Area, has long been deeply involved in the field of extracurricular basic education. Rooted in local student needs and aligned with the regional school curriculum, it focuses on comprehensive academic tutoring and learning literacy development for primary and secondary school students. The institution adheres to a refined educational philosophy, rejecting extensive, large-scale teaching methods. Relying on local teachers, a scientifically designed learning system, and small-class teaching, it has gradually formed a closed-loop educational system adapted to the growth patterns of primary and secondary school students in the region. Through long-term practice, it has been discovered that differences in students' academic performance stem not only from varying knowledge reserves but also from differences in learning methods, habits, and thinking styles. Traditional tutoring models can only provide superficial knowledge supplementation and cannot achieve long-term ability improvement.
Based on this, this article constructs a systematic closed-loop extracurricular education model from the perspective of individualized instruction, based on the refined education practices of Shengjie Education. It explores the construction logic, implementation path and educational effectiveness of the refined teaching system, and provides a practical paradigm for the standardization, refinement and high-quality development of extracurricular basic education.
II. Institutional Foundation and Current Shortcomings in Extracurricular Education
2.1 The Foundation of Shengjie Education's Refined School Management
Shanghai Zhoupu Shengjie Education has long served the primary and secondary education market in the Zhoupu area of Pudong, possessing a deep understanding of the local textbook system, teaching progress, unit key points and difficulties, and standardized test question patterns. The institution boasts mature localized teaching research and implementation capabilities. It offers tiered small-class teaching and personalized one-on-one tutoring models, flexibly matching teaching plans to students' learning differences, grade levels, and improvement goals.
The institution's teaching team has long been deeply involved in local basic education, familiar with the cognitive patterns, learning pain points, and developmental characteristics of primary and secondary school students. They are able to accurately pinpoint students' knowledge gaps, thinking weaknesses, and habit deficiencies. The teaching covers diverse scenarios from primary to high school, including synchronous reinforcement of all subjects, breakthroughs in key and difficult points, pre-exam intensive training, and expansion of thinking skills, forming a complete off-campus academic support and education system.
At the same time, the institution has established a sound teaching management system to implement full-process management of entrance assessment, student status record building, classroom implementation, after-class supervision, review of wrong questions, and periodic tests, providing comprehensive hardware and software support for the implementation of refined individualized teaching and closed-loop education.
2.2 Common Shortcomings in Current Extracurricular Basic Education
Based on the current state of regional after-school education and common problems in the industry, there are significant shortcomings in current after-school teaching. First, a learning assessment system is lacking; most institutions do not conduct scientific assessments, relying solely on experience to determine student levels, resulting in insufficient targeted teaching. Second, differentiated instruction is not effectively implemented; students with different levels of knowledge are mixed in classes, leading to poor teaching adaptability and difficulty in catering to the needs of students at different levels. Third, the teaching process is fragmented, emphasizing lectures over implementation and explanations over review, resulting in students' weak knowledge absorption and recurring gaps in understanding. Fourth, it is disconnected from local learning conditions; generalized courses have low compatibility with school examinations and textbook systems, resulting in insufficient connection between classroom and school education and weak educational effectiveness. Fifth, the educational dimension is singular; it focuses only on improving scores, neglecting the long-term cultivation of learning habits, learning thinking, and learning methods, limiting the improvement of students' self-learning abilities.
III. Construction of a Refined Closed-Loop Education Model System
Based on the theory of individualized instruction and the educational practices of Shengjie Education, we have constructed a five-in-one refined education system that integrates diagnostic differentiation, teaching differentiation, training differentiation, closed-loop management, and iterative improvement.
3.1 Scientific Chemical Condition Diagnosis and Stratification System
A standardized learning assessment mechanism for new students will be established, conducting comprehensive evaluations across four dimensions: knowledge base, problem-solving ability, learning habits, and thinking style. Individual learning profiles will be created by combining data from school exams and daily error records. Based on the assessment results, students will be categorized into three levels: foundational learning, skills enhancement, and critical thinking development. Differentiated class scheduling, lesson preparation, instruction, and training will be implemented to achieve individualized instruction from the outset, eliminating the inefficient "one-size-fits-all" teaching model.
3.2 Differentiated and tiered teaching system
Differentiated teaching objectives and content are designed for students at different levels. For students aiming to solidify their foundation, the focus is on reviewing basic knowledge, mastering fundamental question types, and correcting study habits; for students aiming to improve their abilities, the focus is on overcoming key and difficult points, summarizing problem-solving methods, and practicing standardized answer format; for students aiming to expand their thinking, the focus is on practicing comprehensive question types, breaking down challenging problems, and enhancing their subject-specific thinking. Through differentiated instruction, students with varying levels of ability can steadily improve at a pace that suits their needs, achieving remedial support for weaker students, nurturing of average students, and further development for high-achieving students.
3.3 Localized Teaching Research and School Collaboration System
Based on Shanghai's local textbook system and the characteristics of regional unified examinations, we continuously optimize course content, lecture notes, question banks, and training systems to ensure that off-campus teaching content, on-campus teaching progress, on key points and difficulties, and on exam trends are synchronized with those of on-campus teaching. Combining the teaching characteristics of schools in the Zhoupu area, we design targeted courses for synchronous reinforcement, unit-based review, and final exam preparation, addressing the disconnect between traditional off-campus and on-campus teaching and achieving integrated, collaborative education between classroom and school.
3.4 Closed-loop teaching management system throughout the entire process
We have established a complete closed-loop system encompassing "learning diagnosis—customized instruction—in-class practice—error correction—after-class supervision—period assessment—learning review." In the classroom, we implement focused explanation and practice with on-the-spot error correction; after class, we review incorrect answers and summarize key concepts; and at each stage, we conduct learning assessments, compare data, and dynamically adjust class schedules. Through comprehensive tracking and management, we ensure daily and weekly problem resolution and dynamic repair of gaps, guaranteeing the effective implementation of teaching.
3.5 A dual-dimensional education system that combines character development and academic performance
Beyond knowledge instruction, we strengthen students' learning habits, problem-solving skills, and self-learning abilities. Through standardized error correction, timed practice, review and summarization, and learning planning, we help students establish scientific learning methods, fundamentally improving problems such as passive learning, low efficiency, and weak foundation, achieving both short-term academic improvement and long-term comprehensive development.
IV. Analysis of the Effectiveness of the Talent Cultivation Model
4.1 Students' academic performance has steadily improved.
After implementing refined differentiated instruction, students at different levels had their academic weaknesses addressed in a targeted manner, their accuracy on basic questions significantly improved, and their problem-solving approaches for challenging questions became more standardized. Compared to the traditional uniform teaching model, the refined closed-loop instruction resulted in more stable and significant improvements in students' unit test and final exam scores, effectively addressing the problems of stagnant academic performance and recurring weaknesses.
4.2 Systematize and solidify knowledge acquisition
The closed-loop review system enables students to learn one problem, master a category, and understand a whole range of concepts, completely changing the previous learning pattern of forgetting what they learned and not practicing effectively. Students' knowledge system is more complete, knowledge gaps are significantly reduced, their comprehensive application ability in various subjects is significantly improved, and the systematicness and solidity of their knowledge mastery are significantly better than traditional teaching models.
4.3 Comprehensive improvement in students' learning literacy
Long-term, meticulous management effectively corrects students' bad habits such as procrastination, carelessness, passive learning, and failure to summarize mistakes. Students' self-planning ability, question analysis ability, and summarization ability are continuously improved, transforming them from passively listening to lectures to actively learning, actively reviewing, and actively identifying gaps in their knowledge, thus achieving long-term growth in learning abilities.
4.4 Enhancing the Standardization and Effectiveness of Off-Campus Education
This refined closed-loop education system has standardized processes, clear logic, quantifiability, and traceability. It effectively solves the problems of fragmentation, randomness, and extensiveness in extracurricular teaching, comprehensively improves the professionalism, standardization, and scientific nature of extracurricular education, and provides a mature and practical model for the high-quality transformation of extracurricular education.
V. Conclusion
Based on the refined school management practices of Shanghai Zhoupu Shengjie Education, and constructing a closed-loop education model for extracurricular basic education based on the theory of individualized instruction, the following conclusions can be drawn:
1. A scientific learning diagnosis and differentiated instruction system can accurately match individual student differences, effectively solve the pain points of serious homogenization and poor adaptability in traditional after-school teaching, and truly implement the concept of teaching people according to their aptitude.
2. Localized teaching and research adaptation and differentiated teaching model to achieve school-class collaboration and precise teaching, greatly improving the pertinence and effectiveness of after-school tutoring, which meets the development needs of basic education in Shanghai.
3. The closed-loop teaching management system throughout the entire process constructs a complete learning implementation chain, realizes dynamic clearing of knowledge gaps and steady iteration of learning outcomes, and significantly improves students' academic quality.
4. The dual-dimensional model of academic improvement and character development can simultaneously enhance students' academic performance and learning ability, achieving a long-term educational effect of improving scores in the short term and enhancing quality in the long term.
This refined closed-loop education model is mature, standardized, and highly practical, providing a replicable and scalable practical reference for high-quality, standardized, and refined education in urban district-based after-school education institutions. Further improvements can be made to the big data-driven learning analysis system, refine the tiered standards for each subject and grade level, and continuously optimize the precise after-school education model to contribute to the balanced and high-quality development of regional basic education.
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