"三师课堂"重塑小学综合实践活动实践新样态以"生态小卫士"综合实践活动为例
"Three-Teachers Classroom" Reshaping New Paradigm for ComprehensivePractical Activities in Primary Schools: A Case Study of the"Eco-Guardians"Comprehensive Practical Activity
作者: 韩敏(武汉经济技术开发区神龙小学，武汉430010)
关键词:"三师课堂";综合实践活动;项目式学习;做中学;教育创新 "Three-Teachers Classroom "; Comprehensive practical activities; Project-based learing:Learing by doing; Educational innovation
摘要:在核心素养导向的教育改革背景下,武汉经济技术开发区神龙小学创新构建了以"教师-小先生-AI智能师"为核心的"三师课堂"教学模式,并成功应用于小学综合实践活动课程。本文以"生态小卫士:校园农场可持续发展探究行动"项目为例,系统阐述了该模式在真实问题驱动、多学科整合、实践探究深化的综合实践活动中,实现突破传统教学局限,促进学生核心素养全面发展。实践研究表明，"三师课堂"模式有效解决了综合实践活动中主体性不足、学科壁垒森严、实践深度欠缺等痛点问题,为智能时代小学阶段综合实践活动课程的创新发展提供了可复制、可推广的实践范式。
Abstract: Against the backdrop of core literacy-oriented educational refomm, Wuhan Economic andTechnological Development Zone Shenlong Primary School has innovatively constructed a "Three-TeachersClassroom" teaching model centered on "Teacher-Little teacher-AI teacher", successfiully applying it tocomprchensive practical activity courses in primary schools, Taking the "Eco-Guardians: SustainableDevelopment Exploration of Campus Farm" project as an example, this paper systematically elaborates realisethis model breaks through traditional teaching limitations in comprehensive practical activities driven byauthentic problems, multidisciplinary integration, and in-depth practical inquiry, thereby promoting the all-arounddevelopment of students' core literacy. Practical research shows that the "Three-Teachers Classroom" modeleffectively addresses pain points in comprehensive practical activities, such as insuficient subjectivity, rigiddisciplinary barriers, and shallow practice depth, providing a replicable and promotable practical paradigm forthe innovative development of comprehensive practical activity courses in primary schools in the intelligent era.
