The Implications of the “Three-Teacher Classroom”Model for the Construction of Teacher Teams in the New Era from the Perspective of Practical Life Education
ZHANG Chunling
(Xiong'an Rongxi Yunxi Primary School, Baoding, Hebei 211599, China)
Abstract: This paper focuses on the implications of the “three-teacher classroom” model for the policy of teacher construction in the new era, and discusses it based on the perspective of life practice education. Against the background of the urgent educational changes in the AI era and the transformation of teachers' roles, the study finds that the“three-teacher classroom” model (Mr. Big, Mr. Small and Mr. AI) has been developed in the light of the inheritance and development of Tao Xingzhi's educational thought by Prof. Zhou Hongyu's “life-practice”educational theory and the emergence of “three-teacher classroom" model. The study found that in the "three-teacher classroom", Mr. Big needs to shift to the role of learning guide, Mr. Little is an upgrade of Tao's concepts, and Mr. AI provides standardized and personalized support, forming a three-phase structure of “Knowing-Acting-Creating”and a dynamic transformation mechanism. These three roles form a three-stage structure of“Knowing-Doing-Creating”and a dynamic transformation mechanism, but they also pose challenges to teachers’ competence and existing policies. Accordingly, we put forward the corresponding path of teacher team building from the aspects of teacher role positioning, training system, evaluation and incentive mechanism, and resource guarantee policy, and summarize the research value and future direction, so as to provide the basis for the education department to formulate relevant policies.
Keywords: practical life education;“three-teacher classroom"; teacher team building
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