邢台学院学报

在教育数字化转型的宏观背景下,传统高校师范教育面临实践资源供给不足、技能训练缺乏量化标准、校地协同深度不足等现实困境。以邢台学院数学与信息技术学院数学师范专业教育改革实践为核心案例,整合智能“双师协同”理论与区域实践经验,系统构建AI赋能高校师范教育“双师协同”培养机制。研究从概念界定、现状分析、机制构建、实践成效与优化路径五个方面展开,提出“AI技术—双师主体—协同流程—实施保障”四位一体的运行机制框架,明确高校教师、中小学教师与师范生的角色定位,设计“课前智能备课—课中协同授课—课后数据化反思”全流程。实践表明,该机制能显著提升师范生教学技能、深化校地协同,为地方应用型高校师范教育数字化转型提供可复制的实践样本。

Against the macro backdrop of educational digital transformation, traditional teacher education in higher education institutions faces practical predicaments including insufficient supply of practical resources, lack of quantifiable standards for skill training, and inadequate depth of university-local collaboration. By taking the educational reform practice of the Mathematics Teacher Education Program at the School of Mathematics and Information Technology, Xingtai University as a core case, this paper integrates the theory of intelligent “ dual-qualified teacher collaboration” with regional practical experiences, and systematically constructs an AI-empowered “dual-qualified teacher collaboration” cultivation mechanism for university teacher education. The research proceeds from five dimensions: conceptual delineation, status quo analysis, mechanism construction, practical effectiveness, and optimization pathways. It proposes a four-in-one operational mechanism framework of “ AI technology-dual-qualified teacher subjects-collaborative processes-implementation guarantees”, clarifies the role orientations of university faculty, primary and secondary school teachers, and pre-service teachers, and designs a full-cycle process encompassing “pre-class intelligent lesson planning-in-class collaborative instruction-post-class data-driven reflection”. Practice demonstrates that this mechanism can significantly enhance pre-service teachers' teaching proficiency and deepen university-local collaboration, thereby providing a replicable practical model for the digital transformation of teacher education in local application-oriented universities.