从评判到共创:基于“知一行一创"模型的“
三师课堂”习作评价转型研究
江秋菡
(南京市力学小学海德北岸分校，南京211800)
摘 要:针对人工智能时代小学语文习作“表达同质化”与“反馈低效”的困境，本研究立足陶行知“生活即教育”思想及“三师课堂"理念，以《二十年后的家乡》为例，构建基于“知一行一创”三阶模型的协同评价机制。该机制实现了三方深度协同:AI智能师精准诊断学情并提供即时反馈;教师锚定生活化任务并实施价值引领;小先生通过结构化互评促进思维外显。实践表明，“三师课堂”驱动评价从“单向评判"走向“动态共创”，实现了从语言修正向价值关怀的升华。该模式在“共学、共事、共修养"中有效培育了学生的真实表达力与社会责任感，为数宇化背景下回归生活实践的语文育人提供了本土化样本。
关键词:“三师课堂”;小先生制;习作评价;生活·实践教育;人机协同
From Evaluation to Co-creation: Research on the Transformation of
Writing Evaluation in the "Three-teacher Classroom" Based on the
"Know-do-create” Model
JIANG Qiuhan
(Haide Bei' an Branch of Nanjing Lixue Primary School, Nanjing 211800)
Abstract: To address the challenges of "homogenized expression" and "inefficient feedback" in primaryschool Chinese composition, this studybuilds a collaborative evaluation mechanism based on the"Knowledge-Action-Creation" (KAC) three-stage model, grounded in Tao Xingzhi's "Life is Education'philosophy and the "Three-Teacher Classroom" concept. Using the unit "My Hometown 20 Years Later" as acase study, the research implements a deep synergy among three parties: the AI Intelligent Teacher providesprecise diagnosis and instant fcedback; the Teacher sets life-oriented tasks and offers value guidance; the LitleTeacher facilitates thinking externalization through structured peer review.Practice shows that this model drivesthe transformation of evaluation from "unilateral judgment" to "dynamic co-creation", elevating it fromlinguistic correction to value-based care. By fostering "co-learning, co-working, and co-cultivation", iteffectively develops students' authentic expression and social responsibility, providing a localized Chinese model for returning to life-practice education in the digital intelligence era.
Keywords : Three-Teacher Classroom; Little Teacher system; Composition Evaluation; Life .PracticeEducation; Human-Computer Collaboration
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