三师共育.智启童心-协同赋能下小学语文本土化教学新路径研究
Tri-Teacher Co-Education, Wisdom-ignited Childhood: A Study on NewPaths of Collaborative-Empowered Localized Chinese Language Teaching in Primary Schools
作者: 江金(重庆市合川区中南小学，重庆401520)
关键词: 三师共育;协同赋能;小学语文;本土化教学;教学新路径 Tri-Teacher Co-Education; Collaborative empowerment; Primary school chinese; Localizedteaching; New teaching paths
摘要:在教育数字化转型与核心素养培育双重驱动下，"三师共育"(大先生引领、小先生互助、AI智能师赋能)为小学语文本土化教学增添革新动能。文章以重庆市合川区中南小学六年级为实践场域,秉持"协同赋能精准化、本土浸润深度化、互助成长常态化"理念，构建"AI智能师精准诊断-大先生本土深耕-小先生互助践行"三维教学新路径。三者形成"诊断-设计-实践-评价"协同闭环,有效破解传统教学个性化适配不足、本土联结薄弱等痛点。研究数据显示,学生学习主动性、本土文化认同感与语文核心素养显著提升。该路径明确"三师共育"协同逻辑与实操范式,为小学语文教学智能化、本土化与个性化发展提供兼具学术价值与实践意义的样本。
Abstract: Driven by educational digital transformation and core literacy cultivation, "Tri-TeacherCo-Education"(guidance by teachers, mutual assistance by student teachers, and empowerment by AI intelligentteachers) has injected innovative momentum into localized Chinese teaching in primary schools. Taking thesixth grade of' Zhongnan Primary School in Hechuan District, Chongqing as the practice field, this paperadheres to the concept of "precise collaborative empowerment, in-depth local immersion, and regular mutualgrowth", and constructs a three-dimensional teaching path of "precise diagnosis by Al intelligent teachers-local in-depth teaching by teachers-mutual practice by student teachers". The three parties fomm acollaborative closed loop of "diagnosis-design-practice-evaluation", effection solving the pain points oftraditional teaching such as insufficient personalized adaptation and weak local connection, Research datashows that students 'learning initiative, local cultural identity, and core Chinese literacy are significantly improved. This path clarifies the collaborative logic and practical paradigm of "Tri-Teacher Co-Education",providing a sample with both academic value and practical significance for the intelligent, localized, andpersonalized development of' primary school Chinese teaching.
