教科研协同驱动“三师课堂”生态化构建
范式研究
郭少榕，黄泽元，陈惠敏
(福建省教育科学研究所，福州 350000)
摘 要:“三师课堂”是基于陶行知“共学、共事、共修养"理念与“小先生制”，融合教师、小先生与AI智能师的协同教学新形态。“三师课堂”的实践应用与推广需要强有力的教科研支撑，一线教师、教科研人员、高校理论研究者和数据技术人员应整合行动研究、案例反思与理论建构，形成教学、教研、科研与技术四轮驱动的育人格局，使“三师课堂”走向人文引领、技术赋能、生生共创的生态系统。
关键词:三师课堂;教科研协同;生态化构建
Research on the Paradigm of Ecological Construction of the "Three-
Teacher Classroom" Driven by the Synergy of Teaching and Research
GUO Shaorong, HUANG Zeyuan, CHEN Huimin
(Fujian Institute of Educational Sciences, Fuzhou 350000)
Abstract: The "Three-Teacher Classroom" is a new form of collaborative teaching that integratesteachers, "Little Teachers," and AI intelligent instructors, based on Tao Xingzhi's concepts of "learningtogether, working together, and cultivating together" and the "Little Teacher System." The practical applicationand promotion of the "Three-Teacher Classroom" require robust support from teaching and research. Frontlineteachers, educational researchers, university theoreticians, and data technicians should integrate action research.case reflection, and theoretical construction to promote a four-wheel drive of teaching, teaching research,scientific research, and technology, steering the "Three- Teacher Classroom" toward an ecosystem guided byhumanism, empowered by technology, and co-created by students.
Keywords: Three-Teacher Classroom; Teaching-Research Synergy; Ecological Construction
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