In the first place, this academic survey adhered to the principle of practicality and truthfulness. A six-member research team, composed of Principal Xiao, Assistant Principal Xu, Director Xu, Director Jiang, Director Zhu, and Director Wang from the Senior High School Department, was divided into three groups to conduct random classroom observations across various grades and subjects. Also, the survey was conducted without prior notice or rehearsed arrangements, aiming to gain an authentic understanding of daily teaching practices on the front lines.

In the second place, during the classroom observations, the research team focused on assessing teachers' lesson planning and delivery, control of classroom pacing, explanation of key and difficult points, and teacher-student interaction. In the meantime, they carefully documented students' engagement, participation levels, and knowledge absorption, comprehensively identifying strengths and weaknesses in new semester teaching practices and objectively understanding the actual conditions of frontline instruction.

In the third place, the research team, taking into account the cognitive characteristics and learning patterns of students at each grade level in high school, meticulously recorded every class, mainly focusing on three core aspects as follows: the adaptability of the teaching content to the classroom, the implementation of knowledge, and the concentration of students during the class. Moreover, the research team identified teaching highlights, summarized common problems and individual shortcomings.

Last but not the least, after the lecture, the research team immediately organized teachers to conduct a discussion, which focused on the classroom teaching and growth. While affirming that teachers had done a thorough job in preparing lessons and delivered them with great care, it also directly addressed the detailed problems existing in classroom teaching and proposed practical and feasible improvement suggestions. Accordingly, the participating teachers listened carefully to the feedback, reflecting and exchanging based on the actual teaching situation. Through mutual evaluation and learning, they made up for their shortcomings and optimized their teaching methods, thus achieving the teaching research goal of "listening to one lesson, discussing one type of problem, and enhancing one level of ability".

In summary, regularized door-opening classroom observations and precise learning situation investigations are significant measures for the Senior High School Department to solidify teaching routines and create efficient classrooms. In the future, the Senior High School Department will continue to deepen learning situation investigations, adhere to the principle of putting students first, rely on teaching and research to empower classroom teaching, refine teaching management, meticulously polish each class, and continuously improve teaching quality.