从“工具”到“伙伴”:AI时代“三师课堂"的
校本实践、理论建构与未来展望
——以澳门培正中学十五年探索为例
高锦辉
(澳门培正中学，中国澳门999078)
摘 要:生成式人工智能(GenAI)的崛起正引发全球教育范式的深刻变革。本文基于“生活·实践”教育理念，回应《教育强国建设规划纲要(2024-2035年)》对教育、科技、人才三位一体发展的战略要求，提出并系统阐释了“三师课堂”这一人工智能时代的本土化课堂教学新形态。该模型由“人类教师(价值导师)”“小先生(同侪协作者)”与“AI智能师(认知伙伴)"三者协同构成，旨在重构教学关系，实现规模化因材施教与高阶思维培养的有机统一。文章以澳门培正中学长达十五年的科技赋能教育实践为典型案例，通过翔实的数据与场景分析，实证探讨了“三师课堂”的理论内涵、协同机制、实践路径及其对激发教师活力、提升学生核心素养、增强教育共同体凝聚力的显著成效。研究进一步从技术哲学与教育伦理视角，审思了在人机协同中主体性让渡、算法偏见与情感异化等潜在风险，并提出了以制度与人文关怀为核心的边界设定原则。研究表明，“三师课堂"不仅是对陶行知"教学做合一”与"小先生制”思想的创造性转化、创新性发展，更是澳门教育工作者在“一国两制"框架下，服务教育强国建设、探索具有中国特色智慧教育道路的生动实践，为全球智能时代的教育改革提供了兼具理论深度与可操作性的“中国方案”与“澳门样本”。
关键词:“三师课堂”;人工智能教育;人机协同;“生活·实践”教育;教育现代化
From Tool to Partner: School-Based Practice, Theoretical Construction,
and Future Prospects of the "Three-Teacher Classroom" in the AI Era:
A Case Study of Fifteen-Year Exploration at Macau Pui Ching Middle
School
GAO Jinhui
(Macau Pui Ching Middle School, Macao 999078, China）
Abstract: The rise of Generative Artificial Intelligence (Gen AI) is triggering a profound transformation in the global educational paradigm. Grounded in the "Life-Practice" education philosophy and responding to thestrategic requirements for the integrated development of education, technology, and talent outlined in theOutline of the Plan for Building a Leading Country in Education (2024-2035), this paper proposes andsystematically elaborates on the "Three-Teacher Classroom" as a localized, novel classroom teaching model forthe AI era. This model consists of a synergistic triad: the "Human Teacher (Value Mentor)," the "LitleTeacher (Peer Collaborator)," and the "AI Intelligent Tutor (Cognitive Partner)." It aims to reconstruct teachingrelationships and achieve an organic unity between scaled personalized education and the cultivation ofhigher-order thinking skills. Taking the 15-year technology-empowered education practice of Macau Pui ChingMiddle School as an in-depth case study, this paper empirically explores the theoretical connotation,collaborative mechanisms, practical pathways, and significant effects of the "Three-Teacher Classroom" onstimulating teacher vitality, enhancing students' core competencies, and strengthening the cohesion of theeducational community, through detailed data and scenario analysis. Furthermore, from the perspectives ofphilosophy of technology and educational ethics, the paper reflects on potential risks in human-machinecollaboration, such as the alienation of subjectivity, algorithmic bias, and emotional alienation, proposingboundary-setting principles centered on institutional design and humanistic care. This rescarch argues that the"Three-Teacher Classroom" is not only a creative transformation and innovative development of Tao Xingzhi'seducational thoughts of "integration of teaching, learning, and doing" and the "Litle Teacher System," butalso a vivid practice by Macao educators under the "One Country, Two Systems" framework, serving theconstruction of a leading country in education and exploring a path to smart education with Chinesecharacteristics. It provides a "Chinese approach" and a "Macao case" with both theoretical depth andoperational feasibility for global educational reform in the intelligent age.
Keywords: "Three-Teacher Classroom"; AI in Education; Human-Computer Collaboration; Life-PracticeEducation; Educational Modernization
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