从知识权威到成长导师:“三师课堂"视域下小学教师角色转型的路径研究
荣燕诺
(河北师范大学教育学部，石家庄 050024)
摘 要:“三师课堂”是人工智能时代融合陶行知“生活教育”与“小先生制”的课堂新形态，重构了教师、学生与人工智能的协同关系。在“三师协同”的课堂生态中，教师需超越知识传递的单一职能，转向活动设计、学习引导、情感支持与价值引领等多重角色，实现从传统“知识权威”向“成长导师”的必然转型。在此基础上，文章提出教师角色转型的路径:设计真实学习生态、实施精准教学调控、建立小先生培育体系、深化人机协同实践及浸润生命成长过程，以期为“三师课堂”的跨学科有效实施提供理论参照与实践指引，推动课堂生态从“一师主导”向“三师协同”的实质性跃升。
关键词:“三师课堂”;小学教师;教师角色转型
From Knowledge Authority to Growth Mentor: A Path Study on the RoleTransformation of Primary School Teachers from the Perspective of"Three-Teachers Classroom
RONG Yannuo
（College of Education, Hebei Normal University, Shijiazhuang 050024, China)
Abstract: Three-teacher classroom is a new form of classroom integrating Tao Xingzhi's ‘life education'and ‘little teacher system’ in the era of artificial intelligence, which reconstructs the collaborative relationshipbetween teachers, students and artificial intelligence. In the classroom ecology of "three-teacher collaboration,teachers need to go beyond the single function of knowledge transfer, and tum to multiple roles such asactivity design, learning guidance, emotional support and value guidance, so as to realize the inevitabletransformation from traditional "knowledge authority" to "growth mentor." On this basis, the paper putsforward the path of teachers' role transformation: designing real leaming ccology, implementing preciseteaching regulation, establishing Mr.Xiao's cultivation system, deepening man-machine collaborative practiceand infiltrating life growth process, in order to provide theoretical reference and practical guidance for theinterdisciplinary effective implementation of "three-teacher classroom," and promote the substantive leap ofclassroom ecology from "one-teacher leading" to "three-teacher collaboration.
Keywords: Three-teacher Classroom; Primary School Teachers; The Transformation of Teachers' Roles
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