生活实践教育视角下“三师课堂”模式对新时代教师队伍建设的启示
The Implications of the “Three-Teacher Classroom”Model for the Construction of Teacher Teams in the New Era from the Perspective of Practical Life Education
作者: 张春伶(雄安容西云溪小学，河北保定211599)
关键词: 生活实践教育;“三师课堂”;教师队伍建设 practical life education;“three-teacher classroom"; teacher team building
摘要:本研究以“三师课堂”模式对新时代教师队伍建设政策的启示为研究核心,基于生活实践教育视角展开探讨。在AI时代教育变革及教师角色转型迫切的背景下,结合周洪宇教授“生活·实践”教育理论对陶行知教育思想的继承与发展,以及“三师课堂”(大先生、小先生、AI先生)的应运而生,研究发现,“三师课堂”中,大先生需转向学习引导者等角色,小先生是陶行知理念的时代升级,AI先生则提供标准化与个性化支持,三者形成“知一行-创”三阶结构及动态转换机制,这也对教师能力、现行政策带来挑战。据此,文章从教师角色定位、培训体系、评价激励机制和资源保障政策等方面提出了相应的教师队伍建设路径,并总结研究价值与未来方向,以期能为教育部门制定相关政策提供依据。
Abstract: This paper focuses on the implications of the “three-teacher classroom” model for the policy of teacher construction in the new era, and discusses it based on the perspective of life practice education. Against the background of the urgent educational changes in the AI era and the transformation of teachers' roles, the study finds that the“three-teacher classroom” model (Mr. Big, Mr. Small and Mr. AI) has been developed in the light of the inheritance and development of Tao Xingzhi's educational thought by Prof. Zhou Hongyu's “life-practice”educational theory and the emergence of “three-teacher classroom" model. The study found that in the "three-teacher classroom", Mr. Big needs to shift to the role of learning guide, Mr. Little is an upgrade of Tao's concepts, and Mr. AI provides standardized and personalized support, forming a three-phase structure of “Knowing-Acting-Creating”and a dynamic transformation mechanism. These three roles form a three-stage structure of“Knowing-Doing-Creating”and a dynamic transformation mechanism, but they also pose challenges to teachers’ competence and existing policies. Accordingly, we put forward the corresponding path of teacher team building from the aspects of teacher role positioning, training system, evaluation and incentive mechanism, and resource guarantee policy, and summarize the research value and future direction, so as to provide the basis for the education department to formulate relevant policies.
