A Study on the Application Model and Effectiveness of the "Teacher-
Little Teachers-AI Smart Teacher" Collaborative "The Three-Teacher
Classroom Model" in Junior High School English Project-Based Learning:
A Case Study of the Traditional Chinese Skills Unit
LIU Wenjing
(Shenzhen Luohu Foreign Language Experimental School, Shenzhen 518000, Guangdong)
Abstract: The Three-Teacher Classroom Model (Teacher, Student "Little Teachers," AI Smart Teacher) isan innovative pedagogical framework that synergizes three agents for collaborative education, providing a newpathway for reforming subject-based instruction. Taking the project-based learning unit "Traditional Chineseskills" in an cighth-grade English class at Shenzhen Luohu Foreign Languages Experimental School as a casestudy, this paper explores the practical framework and efficacy of implementing the Three-Teacher Model?injunior high school English teaching. Grounded in Tao Xingzhi's life education philosophy and Zhou Hongyu's"Life-Practice" education theory, the research constructs an instructional model encompassing collaborativegroundwork before class, three-stage progression during class, and extended consolidation afer class. Throughclasroom observations and analysis of student artifacts, the findings reveal that this model effectively enhancesstudents' comprchensive language application skills, cultural understanding and communication awareness, aswell as collaborative learning and practical innovation capabilities. These outcomes embody the educationalvalue of? "learning by doing and reflecting through thinking." This study offers an operational case forimplementing the Three-Teacher Classroom Model in disciplinary teaching and serves as a reference forenacting "life-practice" education in the intelligent era.
Keywords : Three-Teacher Classroom Model; Project-based Learning; Junior High School English;"Life-Practice" Education; AI-empowered Teaching
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