“三师课堂"在小学数学教学中的应用探究以“乘法分配律”教学为例
张泽玉，刘辉
(太原师范学院教育学院，山西晋中 030619)
摘 要:小学数学乘法分配律教学普遍面临形式多变导致的算理理解困难、从具体情境到抽象符号的跨越障碍、与结合律系统性混淆以及个性化建构不足导致“为用定律而用定律”等结构性困境。周洪宇教授提出的“教师一小先生一AI智能师”三元协同的“三师课堂”,凭借其动态可视化破解"形变理难”、阶梯式探究架设抽象跨越支架、同伴互学与智能辨析化解定律混淆、数据驱动与结对帮扶实现个性化建构等机理，为突破上述困境提供了重要契机。基于此，本研究以“乘法分配律”教学为例，通过课前三师分工的精准准备，课中遵循“情境引入一自主探究一归纳提炼一分层练习一总结评价”五环节实现三师联动以落实“知一行一创”三阶递进，课后借助结对帮扶与智能推送巩固拓展，系统构建了“课前协同一课中联动一课后巩固”三环衔接的教学应用路径。
关键词:“三师课堂”;乘法分配律;小学数学;小先生制;AI智能师
A Study on the Application of the "Three-Teacher Classroom" in PrimaryMathematics Teaching: A Case Study of the Teaching of the DistributiveLaw of Multiplication
ZHANG Zeyu, LIU Hui
（School of Education, Taiyuan Normal University, Jinzhong 030619, Shanxi)
Abstract: The teaching of the distributive law of multiplication in primary school mathematics generallyfaces structural dilemmas, including difficulties in understanding the rationale caused by varied forms, obstaclesin crossing from concrete situations to abstract symbols, systematic confusion with the associative law, andinsufficient individualized construction that leads to the phenomenon of "using the law for the sake of usingthe law." The "Three-Teacher Classroom" proposed by Professor Zhou Hongyu, characterized by tripartitecollaboration among "teacher-little teacher-AI intelligent teacher," ofters an important opportunity to overcomethese dilemmas through mechanisms such as dynamic visualization to address varied forms and dificultrationale, scaffolded inquiry to build bridges for the leap to abstraction, peer mutual learning and intelligentdiscrimination to resolve confusion betweenlaws,and data-driven andpaired assistance to achieve individualizedconstruction. Accordingly, this study takes the teaching of the"Distributive Law ofMultiplication" as an example and systematically constructs a three-phase teaching application path linking"pre-class collaboration-in-class interaction-post-class consolidation." This path involves precise pre-classpreparation with division of labor among the three teachers; in-class tripartite collaboration through fivestages-situational introduction, independent inquiry, inductive refinement, differentiated practice, and summaryevaluation-to implement the three-stage progression of "Knowing-Doing-Creating"; and post-class consolidationand extension through paired assistance and intelligent push.
Keywords: Three-Teacher Classroom; Distributive Law of Multiplication; Primary Mathematics; Litle Teacher System; AI Intelligent Teacher
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