Research on the Practice and Educational Value of Project-Based
Learning in the "Three-Teacher Classroom": A Case Study of The
Meaning of Fractions (Grade 5, Volume 2, People's Education Press)
inPrimary School Mathematics
ZHANG Hong
(Nanjie School, Luohe He'nan 462600)
Abstract: Given the close cooperation between artificial intelligence and education, the "Three-TeacherClassroom" has reordered the relationships and teaching processes of classroom subjects to form a mainstructure of a trio, consisting of the teacher, a "Little Teacher" (a peer instructor), and an intelligent Alteacher. Based on the teaching case of "The Meaning of Fractions" (Grade 5, Volume 2, People's EducationPress) in primary school mathematics, this paper will systematically explain the implementation framework,operational process and educational logic of the "Three-Teacher Classroom" under project-based learning. Itanalyzes the function of the "Little Teacher" at all stages of pre-class preview, in-class inquiry and post-classextension to demonstrate that the "Litle Teacher" system can motivate students to take the initiative, enhance the efficicncy of collaborative leaming and achieve competency-oriented goals. Through experience, it has beenfound that with the guidance of a "litle teacher", the three-teacher collaborative model can reduce thestructural tension between large-group instruction and individualisation in learning and change primary schoolmathematics concept teaching from one-way knowledge transmission into multi-dimensional practicalconstruction. This paper introduces an original and transferable model of local practice for the digitalisation ofprimary school mathematics classrooms and the regular implementation of the "Three-Teacher Classroom"
Keywords : Three-Teacher Classroom; Little Teacher; Project-based Leamning; Meaning of Fractions;Primary School Mathematics; Human-AI Collaboration
[原文下載][Download PDF]
WeChatHotline
