“三师协同”教学模式在小学数学推理中的应用研究一以雄安容西望泉小学二年级课例为例
Research on the Application of“Three-Teacher Collaboration”Model in Primary School Mathematics Reasoning-Case Study of Second Grade in Xiong'an Rongxi Wangquan Primary School
作者: 王雪,张梦瑶,刘亚男(雄安容西望泉小学，河北雄安071700)
关键词: “生活·实践”教育;三师协同;推理能力;本土化教学;小学数学 life-practice education; three-teacher collaboration; reasoning ability; localized teaching; primary mathematics
摘要:基于周洪宇“生活·实践”教育理念，以雄安容西望泉小学二年级《数学广角一-推理》课例为研究对象,构建“大先生引导、小先生主讲、智慧先生赋能”的三师协同课堂。通过“三阶(知一行-创)、四级(个体--同桌-全班-拓展)、五维(知识--能力一情感-态度-价值观)”框架整合绘本情境、雄安本土化元素与AI技术,实现数学推理能力与家国情怀的融合培育。实证表明该模式使课堂发言率提升167%,86%的学生掌握排除法，92%的学生增强了家乡认同感,为低年级数学教学改革提供可复制范式。
Abstract: This study constructs a three-teacher collaborative classroom featuring“guidance by the great teacher (teacher)， teaching by the little teacher (student)，and empowerment by the wise teacher (AI)" based on Zhou Hongyu's “life-practice”education theory. Through the “three stages (knowing-doing-creating),four levels(individual-pair-class-extension), five dimensions(knowledge-ability-emotion-attitude-value)”framework integrating picture book scenarios, localized elements of Xiong'an and AI technology, it achieves the organic unity of mathematicalreasoning ability and national identity cultivation. Empirical results show: The model increases class participation by 167%(34%→91%)，86% of students master elimination method, and 92% enhance hometown identity, providing a replicable paradigm for lower-grade mathematics teaching reform.
