“三师协同”育人机制的
理论阐释、价值向度与建构路径
--迈向高质量教育体系的一种行动框架
罗忠锐
(哈尔滨第一中学校，哈尔滨150025)
摘 要:构建“教师一小先生一AI智能师”协同育人机制(以下简称“三师协同”)，是智能时代解决教育规模化与个性化根本矛盾、推动教育结构变革的战略性探索。本研究旨在超越技术应用的表层描述，对其进行深度的理论建构与学理澄明。首先，研究从社会学结构功能主义、教育学主体间性理论及复杂系统论的多维透镜出发，系统阐释“三师协同”作为一种新型教育行动结构的理论内核，将其界定为一个以“学生发展"为元功能、由“专业引导”“同伴互喻”与“智能增强”三元主体通过规则化互动构成的、具有自组织与涌现特性的复杂适应系统。其次，研究从微观、中观、宏观三个价值向度剖析其时代意蕴:在微观层面，它通过创设高支持性的学习生态，赋能学生认知与社会性情感的协同发展，重塑其学习者身份;在中观层面，它驱动教学范式从“知识传递”向“智慧创生”转型，催化教师角色的专业进化;在宏观层面，它为优化教育资源配置、促进教育优质均衡、夯实教育强国建设的人才基石提供了可复制的机制化方案。最后，研究提出一个系统性的建构路径，涵盖以动力激发与规则设计为核心的制度保障层、以共识凝聚与信任培育为关键的文化生态层，以及以角色进化与能力重塑为重点的关键行动者层。本研究为理解与实践“三师协同"提供了一个整合性的理论分析框架与实践指南。
关键词:三师协同;育人机制;理论阐释;价值向度;教育强国
Theoretical Interpretation, Value Dimension, and Construction Path of the
"Three-Teacher Synergy" Education Mechanism: An Action Framework
Towards a High-Quality Education System
Luo Zhongrui
(Harbin No.1 Middle School, Harbin 150025)
Abstract: The construction of a collaborative education mechanism involving teachers, "little masters,and AI intelligent tutors-hereinafter referred to as "tripartite collaboration"-represents a strategic endeavor inthe age of intelligence. It seeks to address the inherent tension between educational scalability and personalization while driving structural reform in education. This study aims to go beyond superficialdescriptions of technology application and provide an in-depth theoretical construction and academicclarification. Firstly, from the multidimensional perspectives of sociological structural functionalism, pedagogicalintersubjectivity theory, and complex systems theory, the study systematically interprets the theoretical core ofthe "Three-Teacher Synergy" as a novel educational action structure. It is defined as a complex adaptivesystem with "students' development" as its meta-function, composed of three agents-"professional guidance'(teacher), "peer tutoring" (student tutor), and "intelligent enhancement" (AI)interacting through establishedrules, exhibiting self-organization and emergent properties. Secondly, the study analyzes its epochal significancefrom three value dimensions: at the micro level, it empowers the synergistic development of studentscognitive and socio-emotional capacities and reshapes their learner identity by creating a highly supportivelearning ccology; at the meso level, it drives the transformation of the teaching paradigm from "knowledgetransmission" to "wisdom creation" and catalyzes the professional evolution of teachers' roles; at the macrolevel, it provides a replicable, mechanism-based solution for optimizing the allocation of educational resourcespromoting equitable quality in education, and consolidating the talent foundation for building a strong educationsystem. Finally, the study proposes a systematic construction path encompassing the institutional safeguard layercentered on motivation stimulation and rule design, the cultural ecology layer key to consensus building andtrust cultivation, and the key actor layer focused on role evolution and capacity reshaping. This researchprovides an integrated theoretical framework and practical guide for understanding and implementing the"Three-Teacher Synergy".
Keywords: Three-Teacher Synergy; Education Mechanism; Theoretical Interpretation; Value Dimension;Education Powerhouse
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