Research on the Practical Dilemmas and Model Construction of Human-Computer Collaborative Teaching in Primary Schools in the Digital-Intelligent Era

DOI: https://doi.org/10.62517/jnse.202617204

Author(s)

Tianze Zhao

Affiliation(s)

Daniels Faculty, University of Toronto, Toronto, Canada

Abstract

Against the backdrop of in-depth educational transformation empowered by digital-intelligent technologies, primary school teaching faces the core challenge of effectively achieving human-computer collaboration and promoting teachers' adaptive development. This study focuses on the primary school stage, aiming to explore teachers' practical difficulties and transformation pathways in human-computer collaborative environments. The research identifies four major practical dilemmas in current educational practice, examines the symbiotic relationship between "teacher intelligence" and "machine intelligence," and constructs a "double helix" teaching model for human-computer collaboration in primary schools. It delineates the model's four-stage operational process of "intelligent diagnosis – human-computer collaboration – multi-dimensional feedback – reflective iteration," and further proposes a systematic pathway for fostering teachers' adaptive transformation. The conclusion points out that the key to successful human-computer collaboration lies in adhering to the value rationality of "teacher-led" instruction.

Keywords

Human-Computer Collaborative Teaching; Primary Education; Teacher Adaptability; Double Helix Model; Digital-Intelligent Era

References

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