​Research on In-Depth Prose Teaching in Middle Schools from the Perspective of the "Three-Teachers Classroom

Research on In-Depth Prose Teaching in Middle Schools from the

Perspective of the "Three-Teachers Classroom

ZHAO Jing, PIAO Shuai

(Xinyang Normal University, Xinyang 464000, He'nan)

Abstract: In this era of rapid AI advancement, the"Dual-Teacher Classroom where a humaneacher collaborates with an AI instructor has revealed limitations such as insufficient student initiative. Toaddress these issues, the"Three-Teachers Classroom"has emerged as a new instructional model,characterized by collaborative interaction among the teacher, the "little teacher" (a peer tutor), and the AIinstructor. Prose teaching at the junior middle school level plays a vital role in developing students' coreChinese language competencies. However, current prose instruction faces several challenges, including narrowinterpretive perspectives, superficial thinking, and a disconnect from practical application. Therefore, guidingprose teaching toward greater depth is crucial. The emergence of the "Three-Teachers Classroom" offers anew direction for in-depth prose instruction. From the perspective of this model, prose teaching should begrounded in the principles of guidance, symbiosis, contextualization, generativity, and personalization. Itsimplementation should follow a pathway that includes intelligent pre-leaming and situational introduction,collaborative inquiry and cognitive advancement, as well as deep exploration and evaluative reflection. Thisapproach aims to tangibly enhance the quality of prose instruction, injecting new vitality and dynamism intothe teaching of prose.

Keywords: "Three-Teachers Classroom"; Deep leamning; Prose teaching; Core principles; Implementationpathway

[原文下載][Download PDF]