从“驾驭工具”到“引领共生”:三师课堂中师德能动性的重塑与提升
钮烨烨
[苏州市吴江区太湖新城成人教育中心校(太湖新城社区教育中心)，苏州 215200]
摘 要:植根陶行知教育思想的三师课堂，正推动课堂教学实现从“工具赋能”向“认知共生”的本土化范式跃迁。然而，实践中教师易陷入技术依赖与主体性消解的双重困境，导致价值导航、情感联结与教学主导权的三重缺失。本研究揭示，困境根源在于认知偏差、能力短板及系统性支持缺位。为此，研究系统阐述了师德能动性的三维能力体系，即“价值导航与伦理校准力”“关系构建与情感织网力”“协同设计与动态调控力”。该概念是对“道德能动者”等理论的深化与场景化拓展，特指教师在“师一生一机”三元协同中的道德实践能力。基于此，研究构建了价值澄清、角色重塑、机制创新、能力建设、伦理反思五个层面协同推进的系统提升路径，为教师实现从“驾驭工具”到“引领共生”的转型提供了理论框架与实践指南。
关键词:三师课堂;师德能动性;认知共生;行动者网络理论
From "Mastering Tools" to "Leading Symbiosis": The Reshaping and
Enhancement of Teachers' Moral Agency in the "Three-Teacher
Classroom
NIU Yeye
[Suzhou Wujang District Taihu New City Adult Education Center School (Taihu New City Community Education
Center), Suzhou 215200]
Abstract: Rooted in Tao Xingzhi's educational ideology, the Three-Teacher Classroom facilitates alocalized paradigm transformation of classroom teaching from "tool empowerment" to "cognitive symbiosis".Nevertheless, teachers are prone to falling into the dual dilemma of technological dependence and subjectivitydissolution in practical teaching, resulting in the triple absence of value navigation, emotional connection andteaching dominance. This study reveals that such dilemmas stem from teachers' cognitive biases, competencydeficiencies and the lack of systematic support. Accordingly, this study systematically elaborates athree-dimensional capability system of teachers' moral agency, including the capability of value navigation andsthical calibration, the capability of relationship construction and emotional bonding, and the capability ofcollaborative design and dynamic regulation. As an in-depth and contextualized expansion of theories such as the moral agent theory, this concept specifically refers to teachers' moral practice capability in the triadiccollaborative scenario of "teacher-student-AI". On this basis, the study constructs a systematic improvementpath with synergistic advancement from five dimensions, including value clarification, role reshaping.mechanism innovation, capacity building and ethical reflection. It provides a theoretical framework andpractical guideline for teachers to realize the transformation from "tool mastery" to "symbiosis leadership" in classroom teaching.
Keywords : Three-Teacher Classroom; Teachers' Moral Agency; Cognitive Symbiosis; Actor-Network Theory
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