数字赋能小学“师生共同课堂”建设:基于AI智能师的小学课堂实践教学探索
Digital Empowerment; Teacher-Student Co-ConstructedClassrooms; AI-Powered Intelligent Instructors; PrimarySchool Teaching Practice;Generative Artificial Intelligence
作者: 刘芳菲,杨亚秋,赵晴(成都市泡桐树小学境界分校，成都610095)
关键词: 数字赋能;师生共同课堂;AI智能师;小学教学实践;生成式人工智能
摘要:文章以周洪宇教授倡导的“生活·实践”教育理论为指导,以“教师一小先生一 AI智能师”协同育人的“三师课堂”为核心框架,立足马克思实践哲学、陶行知生活教育学说及国家人工智能教育政策导向,结合小学语文、数学、音乐等学科的课堂实践案例,系统探索生成式人工智能赋能小学"师生共同课堂"的路径与成效。研究表明,AI智能师可通过课前资源生成、课中互动赋能、课后个性化辅导,与教师的主导作用、学生“小先生”角色深度融合,解决传统课堂资源有限、个性化不足、互动薄弱等问题。文章还通过分学科实践案例的详细剖析,旨在为小学教育工作者提供可复制、可推广的“AI+师生共同课堂”建设方案，助力“生活·实践”教育理念落地与学生核心素养培养。
Abstract: Guided by the framework of the "Three-Instructor Classroom” for collaborative education- featuring “teachers, student instructors, and Al-powered intelligent instructors"-as advocated in Research on“Life-Practice”Education, this paper is grounded in Marxist practical philosophy, Tao Xingzhi's life education theory, and national policy guidelines on AI in education. Integrating practical classroom cases from primary school subjects such as Chinese language, mathematics, and music, it systematically explores the pathways and effects of how generative AI empowers the“teacher-student co-constructed classrooms” in primary schools. Research findings indicate that Al-powered intelligent instructors, through pre-class resource generation, in-class interactive empowerment, and post-class personalized tutoring, can deeply integrate with teachers’leading roles and students’ roles as“student instructors.” This integration addresses issues in traditional classrooms, such as limited resources, insufficient personalization, and weak interaction. By conducting in-depth analyses of subject-specific practical cases, this paper provides primary school educators with a replicable and promotable construction plan for“AI+teacher-student co-constructed classrooms,"facilitating the implementation of the“Life-Practice”educational philosophy and the cultivation of students’core competencies.
