Studies on future schools not only contain reflection and criticism of many problems in today's schools but also express the active planning of better educational ideals and schooling. there are three tendencies to understand future schools in China. The first is the closed view of future schools in the sense of technological determinism. This view believes that future schools need to be reconstructed based on the changes produced by the development of these emerging technologies. The second is an open view of future schools from the substitution perspective. The third is a critical view of the school of the future, critisizing the first two future school views. From a critical point of view, the first two future school views are deterministic and lacking a reflective critique of the deep theoretical issues and values of modern schools. We argue that if there is a lack of methodological consideration and reflection on future schools, we may fall into misunderstandings in theoretical research and practical creation. Therefore, future school research needs a more sober methodological awareness. Education is not only about adapting to children and meeting their needs, but more importantly, keeping them open and allowing children to expand their multiple possibilities through encounters with others. Only by entering the world, coexisting with others, and facing differences with an open mind, can the uniqueness of students be manifested in the coexistence with the world.