以人工智能应用试点为抓手
探索“三师课堂"教学新路径
--基于河南省临颍县教育实践的深度思考
秦铁牛
(临颖县教育局，河南 漯河462600)
摘 要;在人工智能与教育深度融合的时代背景下，如何利用技术手段破解县域教育师资结构性短缺、教学质量不均等难题，成为教育现代化的重要议题。周洪宇教授基于陶行知“小先生制”教育思想，原创性地提出“三师课堂"(教师一小先生一AI智能师)概念，为人工智能时代的课堂教学变革提供了中国本土方案。本研究以河南省临颍县开展的人工智能教学试点为研究对象，系统探索“三师课堂”模式的实施路径，梳理其实践效果。依托行动研究法，结合多源数据分析后发现;该模式运用“三阶四级五维”实验流程，实现了“知一行一创”的教学闭环，在不增加编制的前提下，通过人机协同、同伴互助，显著提升了县域教学质量。实验班数学标准化成绩平均提升7.7分(p<0.001),语文提升5.2分(p<0.01),均显著高于对照班。同时，研究也揭示了技术适配不足、教师数字素养差异、“小先生”培训体系欠缺等现实挑战。据此，本研究提出了优化技术支撑、加强教师专业发展共同体建设、建立“小先生”认证与激励机制等对策，为县域推进智慧教育提供可推广的实践范式。
关键词:人工智能试点;“三师课堂”;“小先生制”;县城教育;教学创新
Exploration of New Teaching Paths for the "Three-Teacher Classroom
Based on AI Application Pilot Projects: Deep Reflections on Educational
Practice in Linying County, He'nan Province
QIN Tieniu
(Linying County Education Bureau, Luohe He'nan 462600)
Abstract: With the deep integration of artificial intelligence and education, using technology to addressthe problem of a lack of structural teachers and uneven teaching quality in county-level education has becomeone of the key issues in the modernisation of education. Professor Zhou Hongyu, based on the educationalphilosophy of the "Litle Teacher System" advocated by Tao Xingzhi, first put forward the concept of the"Three-Teacher Classroom" (Teacher-Little Teacher-AI Intelligent Teacher), providing a localised Chinese path for classroom teaching reform in the era of artificial intelligence. The implementation path and actual resultsof the "Three-Teacher Clasroom" model in the artificial intelligence teaching pilot area of Linying County,Henan Province, will be introduced in this paper. Through action rescarch and analysis from all sides, it hasbeen found that this model uses an experimental process of "three stages, four levels and five dimensions" toform a teaching closed loop of "knowledge-practice-creation", and without increasing staff, the quality ofteaching in counties has been significantly improved through human-machine cooperation and peer support. Theaverage improvement in standardized mathematics scores of the experimental class was 7.7 points (p<0.00l)and in Chinese was 5.2 points (p<0.01); both were significantly higher than those of the control class. At thesame time, the research has found other problems in practice, such as insufficient application of technology.different levels of digital literacy among teachers, and no training system for litle teachers. Therefore, in thispaper, measures will be put forward to improve technical support, strengthen the construction of professionaldevelopment communities for teachers, and build a certification and incentive mechanism for little teachers toprovide a replicable practical paradigm for promoting smart education at the county level.
Keywords: AI Pilot; Three-Teacher Classroom; Little Teacher System; County-Level Education; Teaching Innovation
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