共学共事共修养:AI赋能幼儿园项目活动的实践路径研究
顾淑芳¹，周萍²
(1.苏州市吴江区水秀实验幼儿园，江苏苏州 215200;2.苏州市吴江区松陵幼儿园，江苏苏州 215200)
摘 要:陶行知“共学、共事、共修养"的教育思想，为建构平等共生的师幼学习共同体提供了本土理论依据。当前在幼儿园项目活动中，仍存在形式比较固定、幼儿主体地位不够突出、本土文化体验容易停留在表面等问题。本研究以项目活动“东太湖的桥"为载体，从“共学、共事、共修养"三个维度出发，把AI、AR等交互智能技术融入幼儿探究过程，尝试激活幼儿自主探究与协同创造的潜能，加深他们对本土文化的具身认知和情感归属，推动教师数字素养与协同教研能力的提升，形成师幼双向成长、共生共育的实践样态，为幼儿园本土文化主题数字化项目活动提供参考。
关键词:共学共事共修养;AI赋能;幼儿园项目活动;教学实践
Co-learning, Co-working, and Co-cultivation: A Study on the PracticalPath of AI-Enabled Kindergarten Project Activities
GU Shufang¹, ZHOU Ping²
(1. Shui xiu Experimental Kindergarten, Wujiang District, Suzhou 215200, Jiangsu;2. Songling Kindergarten, Wujiang District, Suzhou 215200, Jiangsu)
Abstract: Tao Xingzhi's educational thought of "co-leaming, co-working, and co-cultivation" provides alocalized theoretical foundation for constructing an equal and symbiotic teacher-child learning communityCurrently, kindergarten project activities face dilemmas such as formalized forms, weakened child agency, andsuperficial local cultural experience. Taking the project activity "Bridges of East Taihu Lake" as a carrier, thisstudy integrates AI and AR interactive intelligent technologies into the whole inquiry process from the threedimensions of "co-learning, co-working, and co-cultivation." It aims to activate children's autonomous inquiryand collaborative creativity, deepen their embodied cognition and emotional attachment to local culture, andmeanwhile promote the iterative improvement of teachers' digital literacy and collaborative research capacity.thus achieving a new pattern of bidirectional growth and symbiotic co-education between teachers and childrenIt also provides practical reference for digital project activities with local cultural themes in kindergartens.
Keywords: Co-learning; Co-working; Co-cultivation; AI Empowerment; Kindergarten Project Activities;PracticalPath
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