科技赋能生活实践“三师”协同创新育人-小学智慧种植引领“生活·实践”教育的破局路径
赵秉捷
(石家庄市育才小学，石家庄 050011)
摘 要:在《义务教育劳动课程标准(2022年版)》全面实施、教育数宇化战略深入推进与“生活·实践”教育理念广泛践行的三重背景下，小学“生活·实践”教育面临“脱离真实生活场景、科学指导缺失、学生参与表层化、育人链条断裂”的多重困境。石家庄市育才小学以校园种植蚜虫防治为生活化核心议题，立足陶行知“师生共生活”“共学、共事、共修养”理念与“小先生制”,深度契合“生活·实践”教育“以生活为基础、以实践为核心、以成长为目标”的核心要义，创新构建“教师+小先生+AI智能师”三师协同育人模式，通过AI技术精准赋能生活实践全流程，实现从“单一技能训练"到“真实生活探究”的转型突破。本文结合《教育强国建设规划纲要(2024-2035年)》关于人工智能助力教育变革的核心要求，融入2025年教育部关于“师一机一生”三元协同课堂的政策导向，系统剖析“三师课堂”作为国家三元协同课堂新模式中国表达的破局逻辑与实施路径。研究表明，“三师协同”模式是陶行知教育思想、“生活·实践”教育理念与人工智能技术的创造性转化，完全契合教育部推进"四个未来”建设的战略部署，AI技术与多元主体协同的双重赋能可破解“生活·实践”教育的科学性与参与性难题，真实生活情境与家校社联动能进一步深化育人实效、拓展育人边界，为新时代基础教育生活实践课程高质量实施提供可复制、可推广的理论参考与实践样本。作为“生活·实践”教育实验校，石家庄市育才小学的实践探索也为雄安容城基地等同类实验区城的模式构建与路径创新提供了鲜活经验与现实启示。
关键词:三师协同;AI赋能;智慧种植;家校社联动
Empowering Life Practice with Technology, Innovating Education through
the Collaborative Efforts of "Three-Type Teachers": A Breakthrough Path
for "Life & Practice" Education Led by Smart Planting in Primary
Schools
ZHAO Bingjie
(Yucai Primary School, Shijiazhuang 050011)
Abstract: Under the triple background of the full implementation of the "Compulsory Education LaborCuriculum Standards (2022 Edition)", the in-depth advancement of the education digitalization strategy, andthe widespread practice of the "Life -Practice" education concept, primary school life practice education isfacing muliple dilemmas such as "detachment from real life scenarios, lack of scientific guidance, superficialstudent participation, and broken education chains". Shijiazhuang Yucai Primary School takes aphid control incampus planting as the core daily-life issue, based on Tao Xingzhi's educational concepts of "teachers andstudents living together", "co-learning, co-working, and co-cultivation" and the "Little Teacher System", anddeeply aligns with the core essence of "Life -Practice" education which emphasizes "taking life as thefoundation, practice as the core, and growth as the goal". It innovatively constructs a three-teachercollaborative education model of "teachers + student 'little teachers' + AI intelligent teachers", and accuratelyempowers the entire process of life practice through AI technology, realizing a transformation breakthroughfrom "single skill training" to "real life inquiry". Combined with the core requirements of the "EducationPower Construction Plan Outline (2024-2035)" on artificial intelligence assisting education reform and thepolicy orientation of the Ministry of Education on the "teacher-machine-student" ternary collaborative classroomin 2025, this paper systematically analyzes the breaking logic and implementation path of the "Three-TeacherClassroom" as the Chinese expression of the national new ternary collaborative classroom model. The rescarchshows that the "three-teacher collaboration" model is the creative transformation of Tao Xingzhi's educationalthoughts, the "Life -Practice" education concept and artificial intelligence technology, which is fully in linewith the strategic deployment of the Ministry of Education to promote the "Four Futures" construction. Thedual empowerment of AI technology and multi-subject collaboration can solve the problems of insufficientscientificity and participation in life practice education. Real life scenarios and the linkage of family, schooland socicty can further deepen the educational effect and expand the educational boundary, providing areplicable and promotable theoretical reference and practical sample for the high-quality implementation of lifepractice courses in basic education in the new era. As an experimental school for "Life- Practice" education,the practical exploration of Shijiazhuang Yucai Primary School also provides valuable experience and practicalenlightenment for the model construction and path innovation of similar experimental areas such as the Xiongan Rongcheng Base.
Keywords : Life Practice Education; Three-Teacher Collaboration; AI Empowernent; Smart Planting:Breaking Path; Family-School-Society Linkage; Ternary Collaborative Classroom; Life-Practice Education
[原文下載][Download PDF]
