生成式AI赋能大学英语视听说教学课例研究基于“三师课堂”的协同育人模式探索
马茵茵，赵国龙，尚佳慧
(信阳师范大学教师教育学院，河南信阳464000)
摘 要:为探索生成式人工智能与大学英语视听说教学的深度融合路径，本研究基于陶行知“生活教育”“教学做合一”“小先生制”等教育思想，构建了“三师协同·双支架赋能”的AI原生课堂平台。文章采用行动研究法，以某师范院校45名大二学生为研究对象，围绕《My lifeas a procrastinator》单元开展课例研究。研究融合ZPD动态诊断、海龟汤游戏、PechaKucha同步汇报、AI伦理辩论等教学环节，通过教师、AI智能体与“小先生”三元主体的动态权重调节，实现人机协同的精准教学。数据显示，口语内容相似度从62.3%提升至75.8%，语音准确度从68.5%提升至82.0%,批判性思维得分从72.4分提升至83.3分，低阶学生ZPD跃迁率达52.8%,课堂参与率从84.4%提升至100%。研究表明，“三师课堂”协同模式能够有效促进学生语言能力、高阶思维与智能伦理素养的协同发展，为AI时代教师教育的智能化转型提供可复制、低门槛的实践范式。
关键词:生成式人工智能;大学英语视听说;三师课堂;最近发展区;行动研究
A Study on College English Audio-Visual-Speaking Teaching CasesEmpowered by Generative AI: An Exploration of the CollaborativeEducation Model Based on the "Three-Teacher Classroom
MA Yinyin, ZHAO Guolong, SHANG Jiahui
(Xinyang Normal University, Xinyang 464000, Henan)
Abstract: To explore pathways for the deep integration of generative artificial intelligence intocollege-level audio-visual-speaking instruction, this study draws upon Tao Xingzhi's educational philosophies-such as "Life Education," "The Integration of Teaching, Learning, and Doing." and the "Little TeacherSystem" to develop an Al-native classroom platform based on the framework of "Three-TeacherCollaboration and Dual-Scaffolding Empowerment." Utilizing the action rescarch method, this study conducteda lesson-case study focusing on the "My life as a procrastinator" unit, with 45 sophomore students from a teacher education institution as the research subjects. The study integrated various teaching components-including Zone of Proximal Development (ZPD) dynamic diagnosis, the "Turtle Soup" game, PechaKuchasynchronous presentations, and AI ethics debates-and achieved precise human-AI collaborative teachingthrough dynamic weight adjustment among the three key actors: teachers, AI agents, and "Litle Teachers."The data revealed that the similarity rate of spoken language content increased from 62.3% to 75.8%, speechaccuracy improved from 68.5% to 82.0%, critical thinking scores rose from 72.4 to 83.3, the ZPD leap rateamong lower-level students reached 52.8%, and the classroom participation rate increased from 84.4% to100%. The findings indicate that the "Three-Teacher Classroom" collaborative model effectively fosters thesynergistic development of students' language proficiency, higher-order thinking skills, and intelligent ethicalliteracy, providing a replicable, low-barier practical paradigm for the intelligent transformation of teachereducation in the AI era.
Keywords : Generative Artificial Intelligence; College English Audio-Visual-Speaking; Three-Teacher Classroom; Zone of Proximal Development; Action Research
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