From Teacher-Centered to Student-Centered: Classroom Teaching Reform in Basic Education — A Case Study of the “3563” Model

Purpose: Driven by progressive education reform and new curriculum standards, basic education classrooms worldwide are undergoing a paradigm shift from teacher-centered instruction to student-centered learning. However, many schools face the dilemma of advanced concepts disconnected from classroom practice. This study takes the “3563” comprehensive classroom reform of Tianfu No. 3 Middle School in China as a case to explore a systematic and operable student-centered teaching reform path. Methodology: An embedded single case study design was adopted. Multi-source data triangulation was used, including official reform documents, 12 classroom observations across six subjects, and semi-structured interviews with two school administrators and eight front-line teachers. Thematic analysis was applied to code and refine core reform elements. Findings: First, the “3563” model constructs a complete reform framework consisting of three-in-one teaching preparation, five-dimensional teaching principles, six-link teaching process, and three-stage evaluation mechanism. Second, supporting mechanisms in organization, institution and resources are critical to the sustainable advancement of reform. Third, the reform has effectively transformed teachers’ teaching behaviors and improved students’ classroom participation and learning effectiveness. Implications: This study provides a replicable school-based practice paradigm for progressive education reform in basic education, and enriches localized research on student-centered teaching transformation.