The purpose of this study is to clarify how teachers organize a lesson to fostering thinking skills by thinking tools. The authors have conducted collaborative research on lessons for fostering thinking skills between Japan and China. The authors collected videos, field notes, interviews on Chinese lessons in which teachers participated in the collaborative research, and analyzed how Chinese teachers designed lesson in which students try to think deeply from the viewpoint of interactivity. The result showed four findings. (1) Chinese teacher made rules and decisions with children in the class; (2) Chinese teacher organized learning activities without deviating from goals by using teaching materials such as bulletin board and thinking tools; (3) Chinese teacher nurtured social and emotional domain of students as formative assessment based on thinking tools;(4) Chinese teacher shifted to teacher-centered strategies to complete lesson within limited time at the end of lesson. The authors found that Chinese teacher interacted with students to organize context of the lesson in order to help students think deeply. On the other hand, because of constraints of school regulations and curriculum, teacher-centered strategies were taken in order to complete within limited time. Both student-centered and teacher-centered strategies co-existed in the same lesson. In this study, it is worthwhile that the authors can present how class activities between teacher and students were organized socio-culturally.