雇主们一直在谈论耐用技能–它们可能来自令人惊讶的地方

原文标题: Employers keep talking about durable skills–they may come from surprising places
来源: eCampusNews | 发布时间: 2026-08-03
原文链接: 点击阅读原文

Key points:

• Higher ed’s most consequential work right now is in helping students build durable stills for continued professional success

• Why students feel unprepared for the AI-driven workforce

• How higher ed and lifelong learning can shape a future-proof workforce

• For more news on durable skills, visit eCN’sTeaching & Learninghub

Every few years, a new set of skills migrates to the top of employers’ hiring wish lists, and higher education scrambles to respond with retooled curricula, rebranded programs, and freshly minted credentials designed to close whatever gap the labor market has most recently identified.

The current cycle is, in one sense, no different.According to ManpowerGroup’s 2026 Global Talent Shortage survey, artificial intelligence tops the list of competencies employers most want in new hires, and institutions across the country are racing to meet that demand with AI literacy courses, technical boot camps, and workforce-aligned pathways that signal, however breathlessly, that higher education has kept pace with the moment.

Even as employers push for greater AI adoption, they’re asking for something just as important: communication, professionalism, and adaptability. Not technical certifications or platform-specific expertise, but the very human competencies that cannot be automated away. Ultimately, these are the skills whose value will compound over the arc of a career rather than depreciating with the next software release. As the debate over AI’s potential and pitfalls intensifies, employers are placing even greater value on human skills—communication, professionalism, and adaptability. Their absence from today’s graduate pipeline reflects not a skills gap, but a failure of institutional design.

The argument here is, in many respects, straightforward in its claim, even if the implications are unsettling. At the exact moment colleges are racing to prepare students for an AI-driven economy, they are under-developing the same competencies that will ultimately determine whether those students thrive in it.

Any serious engagement with this argument requires precision about what durable skills actually are. Too often, the phrase gets flattened into buzzwords that obscure more than they illuminate. Communication, at least in the way employers conceive of it, is not the ability to write a coherent email; it is the capacity to read a room when the energy has shifted, to advocate for oneself in a high-stakes professional conversation without foreclosing the relationship, and to deliver feedback honest enough to be useful and careful enough to preserve working trust.

Professionalism is not a dress code, but accountability under genuine pressure—the judgment to diagnose what a moment requires, the discipline to follow through when follow-through is costly, and a professional identity stable enough to absorb setbacks without defaulting to paralysis or blame. According todata from Gallup, 55 percent of graduates from institutions that prioritize investment strongly agree that their college prepared them well for careers and life after graduation, compared to just 29 percent from institutions that operate without those conditions.

Adaptability, perhaps the hardest of the three to develop with any deliberateness, requires institutions to embrace something they have historically resisted: sustained, supported exposure to ambiguity deep enough that students learn not simply to tolerate open problems but to move productively through them. What connects all three is that none emerge reliably from any single course or co-curricular intervention delivered in isolation. They develop over time, in environments where students are challenged with real stakes, accompanied by people genuinely invested in their growth, and given structured feedback sufficient to translate experience into lasting capacity.

It is against precisely that standard that higher education’s current performance looks most troubling. In a recent survey by theNational Association of Colleges and Employers,just half of employers said college graduates are well prepared in areas like critical thinking and communication, a proportion that has remained stubbornly resistant to improvement despite decades of conversation about workforce readiness and learning outcomes.

The reasons are structural: Higher education has organized itself almost entirely around content delivery, measuring success through credit hours earned and degrees conferred, while the question of whether graduates can navigate a difficult team conflict, recover professionally from a public misstep, or advocate effectively in a workplace where hierarchy is real has remained largely unmeasured and institutionally deprioritized.

Closing that gap requires institutions to invest seriously in what they have historically treated as supplementary: the relational infrastructure through which durable competencies actually develop—faculty mentorship that extends into genuine professional formation, peer learning communities that are structured and sustained rather than accidental, and coaching systems designed to treat student support not as a remedial service but as a developmental resource for every student navigating the complexity of becoming a professional.

The evidence for this approach is neither theoretical nor new. During my years at public Historically Black University Virginia State University, I observed directly what happens when an institution builds its educational model around helping our students build the kind of relational and social capital that allows them to put these “durable” skills into practice. The end result was not simply higher graduation rates, though those followed, but also a different kind of graduate: students who had practiced the competencies employers were asking for in environments that demanded real performance, and who had developed the professional identity that comes from being genuinely known and seriously challenged.

Ultimately, investments in student support are not just about helping to drive short-term increases in retention and graduation. The work being done to help students navigate barriers, build self-advocacy, and develop the professional competencies they will carry into every role they will ever hold, producing measurable gains not only in retention and completion but in the quality of human development that gives those outcomes their lasting significance.

This is also the moment for philanthropic funders to ask a harder question of themselves and of the field. Investment in access and completion has produced genuine good, but completion is a threshold, not a destination, and the question of what graduates carry across it has received a fraction of the resources that enrollment and persistence have commanded. Directing philanthropic investment toward mentorship, coaching, and structured peer projects is not a departure from the workforce readiness agenda most funders already hold; it is the fulfillment of it, the investment that closes the distance between a degree conferred and a graduate genuinely prepared to contribute.

In the AI age, the graduates who will matter most will not be distinguished primarily by their ability to operate sophisticated tools; they will be distinguished by their capacity to lead through uncertainty, communicate with clarity under pressure, and adapt when the plan changes. Those graduates are built in specific kinds of environments by specific kinds of institutional commitments, and higher education’s most consequential work right now is deciding, finally, to treat that building as the core of its mission.

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Tonya S. Hall, Ed.D., is Associate Vice President for Development at InsideTrack, a mission-driven nonprofit that partners with higher education institutions to increase student success and career outcomes.

• Schools are building AI rules before they know the destination- August 17, 2026

• Cohort connections matter: Strategies to help graduate students persist and succeed- August 14, 2026

• Higher education needs better AI experiences, not more AI tools- August 12, 2026

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一年级学生需要有机会解释他们的数学思维

原文标题: First graders need a chance to explain their math thinking
来源: eSchoolNews | 发布时间: 2026-07-30
原文链接: 点击阅读原文

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Key points:

• Young students are capable of far deeper mathematical reasoning than we sometimes give them credit for

• Why so many students struggle in math before learning even begins

• The future researcher in every fifth grader: The case for curiosity-first teaching

• For more news on math trends, visit eSN’sInnovative Teachinghub

My first graders ended this school year asking for more math.

I know—I am still surprised myself, not because I ever doubted my students (in my decade of teaching, that has never happened!), but because I spent years teaching in a system that made math feel like something you either got or you didn’t. Not everyone can be a “math person” … right?

What I’ve learned this year is that in math, a student’s final answer can only tell you so much.

In first grade, educators shape the trajectories of how students feel about math. Long before they discover algebra or standardized tests, six- and seven-year-olds are forming beliefs about whether they are “math people,” if their ideas are worth sharing, and what their mistakes say about them as learners. These beliefs are hard to undo later, which means what happens in first grade matters more than we sometimes acknowledge.

For most of my career, math instruction looked like most classrooms: I taught a lesson, students solved problems, I checked answers. My classroom culture has always been positive and relationship-driven, and I know my students well. That said, with a very structured math curriculum and limited time for instruction, I, like most early education teachers, often have an incomplete picture of where every student’s understanding is.

Written (or digital) work can only tell you part of the story. First graders are still building writing stamina, fine motor skills, vocabulary, and confidence. Some know exactly what they mean but cannot yet get it onto paper. Others can complete a math worksheet with 100 percent accuracy but cannot explain why an answer makes sense. A few may get the wrong answer using a strategy that is actually quite sophisticated, one small misconception away from getting it right. If I only look at students’ final answer, I miss all of that.

Research from NCTMshows that young children build stronger math understanding when it connects to their everyday lives. This year, we incorporated more play-based activities tied to things my students know well, like measuring ingredients for a recipe and tallying prices in a pretend toy store. Once math felt like part of the world they already knew, rather than something abstract and separate, learning it actually became fun.

As educators, we often hear what gets measured is what gets taught. In math, especially with limited instructional time and resources, it can be more efficient to skip right to the answer-getting. For young learners, there is so much value in the in-between. This year, I made an intentional shift in my math lessons to regularly ask students to explain their thinking out loud as they worked through problems.

For example, a recent money lesson was a huge hit. Students paired up, each pulled five coins from a bag, counted the value, and compared totals. Whoever had the larger amount won. Then each student recorded a short video explaining how they knew what their coins were worth. This part has been the game changer for my practice.

When I listen to student explanations, I hear things I would never have caught on paper. I heard a student who knew the value of each coin but lost track while skip-counting. I heard several students who were confusing dimes and nickels, not because they didn’t understand value, but because the coins look so similar. I heard another child explain a strategy for adding the total value that was different from the one I had just taught.

Sometimes I watch their videos two or three times because they surprise me. You can literally see something shift as they explain math out loud in their own words to an imagined audience. They start using vocabulary more intentionally, demonstrate confidence as they share with each other, and understand that talking about math is just as important as “doing” math.

In terms of the growth I’ve seen, one student comes to mind immediately. Jazelle is bright, hardworking, and perceptive. At the start of the year, she was reluctant to share what she knew through written work or raising her hand in front of the class. When I watched her first recording, I saw something different. She introduced herself, set up her coins, and walked through her reasoning like she was hosting her own show. She was confident, funny, and ended her video like a TikTok star (“thanks for watching!”). Talking through her thinking gave her another way to show what she understood and once she knew that pathway existed, she really thrived. By spring, she was one of the students asking for more math time.

Making student explanation a regular part of our math practice required intentionality. It needed to be taught, modeled, and made safe. I could not have achieved the shift I saw with a one-off tool or strategy; I had to evolve my practice and get comfortable testing to find what worked. Some students required sentence starters while others needed more time with manipulatives before they were ready to share. Ultimately, we built a culture where students felt safe sharing and making mistakes without feeling like those mistakes defined them.

The technology I used this year captured and analyzed student explanations, which allowed me to “hear” every student in a way that I simply cannot do in real time. With a class of around 20, there’s not enough time in the day, let alone a single lesson, to pull up a chair next to each student and catch misconceptions the moment they happen. After revisiting explanations, I was able to respond faster and identify common patterns and misconceptions across the class.

As AI continues to evolve and make its way into more classrooms, I can tell you that teachers do not need tools that replace our judgment or tell us how to teach. We need supports that help us see our students more clearly so we can use our judgment more effectively. One thing I hope others can learn from my experience is that young children are capable of far deeper mathematical reasoning than we sometimes give them credit for. They will show us if we give them the right conditions to share it.

When a child who began the year hesitant to participate starts asking for more math, that means everything. She was always capable, but she needed the chance to see, hear, and believe it for herself.

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Ashley Landry is a first grade teacher at Reynolds Elementary in Spring ISD, Texas. She has been teaching for a decade and has been part of the Reynolds community since 2017. She also serves as a multi-classroom leader, supporting fellow educators through coaching, collaboration, and instructional leadership.

• What it really takes to accelerate adolescent literacy across our district- August 20, 2026

• Uncovering the college and career readiness shifts that exceptional school systems are making- August 19, 2026

• Today’s classroom isn’t broken–but it wasn’t built for today’s top students- August 18, 2026

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数字排毒：减少屏幕时间为培养读写技能创造了空间

原文标题: Digital detox: Reducing screen time creates space to build literacy skills
来源: eSchoolNews | 发布时间: 2026-07-28
原文链接: 点击阅读原文

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Key points:

• Technology cannot replace developmental experiences

• This elementary school banned screens in the middle of the year. Will it solve their reading crisis?

• Scaling structured literacy with implementation science

• For more news on literacy, visit eSN’sInnovative Teachinghub

Walk into almost any elementary classroom today and you will likely hear the same concern from teachers across grade levels: Many students can swipe, tap, and navigate a screen with ease, but struggle to hold a pencil comfortably, form letters fluently or sustain writing for more than a few minutes without fatigue. These observations matter because handwriting is a foundational literacy skill. When handwriting becomes automatic, students can devote their attention to spelling, sentence construction, and communicating ideas instead of concentrating on how to form each letter.

The rapid expansion of classroom technology during the pandemic was a necessary lifeline that kept students connected to education. Years of subsequent heavy screen use, however, have sparked a growing public backlash against constant connectivity. Today, the conversation around a classroom “digital detox” has gained major traction, largely driven by concerns over shortened attention spans and mental fatigue.

This movement is an opportunity to create a healthier balance between digital tools and real-world experiences. Interestingly, this pushback against screens is shedding light on an overlooked side effect of the digital age: the loss of fine and gross motor skills. While parents and educators worry about the cognitive toll of devices, children are also missing out on the daily, tactile opportunities required to build hand strength, coordination, and physical writing stamina.

These developmental experiences influence far more than just penmanship. When educators talk about handwriting challenges, they are talking about the deep connection between physical stamina and cognitive focus. A child who struggles to hold a pencil comfortably spends immense physical energy just gripping the tool, leaving less mental energy for composition. Ultimately, what appears to be a struggle with written expression, academic performance or even motivation may actually reflect underdeveloped motor skills.

Even gross motor development plays an important role. Shoulder stability, posture, and core strength all support fine motor control. Without those foundational skills, holding a pencil and forming letters becomes significantly more difficult. Understanding these connections helps educators recognize why some students need support developing both fine and gross motor skills before fluent handwriting can emerge.

Rebuilding the foundation for literacy

These classroom observations are more than anecdotal. When handwriting is laborious, students often write less, elaborate less and devote more attention to letter formation than idea generation. The challenge is not necessarily a lack of ideas, but rather the cognitive and physical effort to produce letters can interfere with students’ ability to fully express their thoughts, ideas, opinions and feelings. Research continues to reinforce the close relationship between handwriting and literacy. The Institute of Education Sciences’ practice guideTeaching Elementary School Students to Be Effective Writersidentifies handwriting fluency as one of the foundational skills that supports effective writing instruction.

As handwriting becomes automatic, students no longer have to consciously think about how to produce each letter, freeing working memory for spelling, sentence construction, organization, and generating ideas. The physical act of forming letters also strengthens the connections between sounds, letters, and words that support reading and spelling development. The repeated integration of visual, motor, and language processes also supports orthographic mapping, helping students store words in memory for more accurate and fluent reading and spelling.

For that reason, handwriting instruction deserves the same thoughtful, explicit teaching we devote to other foundational literacy skills.

But too often, handwriting has been treated as something students will simply absorb through worksheets and independent practice. Like reading, it benefits from direct instruction. Students need to watch letter formation, practice with guidance, receive immediate feedback, and gradually build independence. A simple “I do, we do, you do” approach provides the modeling and repetition that many learners need.

The good news is that rebuilding these skills doesn’t require major changes to the school day. Short, consistent lessons—10 to 15 minutes of explicit instruction paired with meaningful writing opportunities across subjects—can have a lasting impact. When students apply handwriting while writing in science, social studies, literacy, and other content areas, they strengthen fluency while reinforcing academic learning.

Engaging the whole child

Equally important is creating learning experiences that engage multiple senses. Children learn by seeing, hearing, saying, touching, and moving. Building letters with manipulatives, tracing formations on tactile surfaces, using movement before writing, rehearsing ideas aloud, and incorporating hands-on activities all strengthen learning by activating multiple pathways in the brain. These multisensory experiences also help sustain engagement during a time when many students have grown accustomed to the fast pace and instant feedback of digital media.

As schools create a healthier balance between screen-based and hands-on learning, educators should expect an adjustment period. Students may initially resist spending more time writing, drawing, building, or collaborating instead of working on a device, but meaningful, engaging learning experiences help make that transition successful. Classrooms that prioritize movement, discussion, creativity, and active participation strengthen essential developmental skills while giving students compelling alternatives to screens.

Families also play an important role. When schools communicate why handwriting, fine motor development, and hands-on learning matter and how they’re building blocks for literacy and learning, parents are better equipped to reinforce those experiences at home.

A more intentional balance

Technology remains an essential part of modern education. Students need digital literacy, purposeful keyboarding instruction, and opportunities to use technology to research, create, collaborate, and solve problems. The goal is to ensure those experiences complement, rather than replace, the developmental work that young learners still need.

The most effective elementary classrooms won’t be defined by how many devices they use, how few, or how much. They’ll be defined by intentional instructional decisions that match the developmental needs of children. Before children can fully thrive in a digital world, they must first develop the physical, cognitive, and language foundations that make learning possible.

Technology can accelerate learning, but it cannot replace the developmental experiences that teach children to think, communicate, and create. It is imperative that schools create space for students to move, manipulate, write, explore, and think with minds-on and hands-on activities. When schools honor both digital innovation and hands-on learning, they prepare students not only to use technology well, but to become confident readers, writers, and lifelong learners.

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Dr. Cheryl Lundy Swift is director of professional learning and academic partnerships at Learning Without Tears and host of the “Literacy Matters: Empowered Conversations” podcast.

• What it really takes to accelerate adolescent literacy across our district- August 20, 2026

• Uncovering the college and career readiness shifts that exceptional school systems are making- August 19, 2026

• Today’s classroom isn’t broken–but it wasn’t built for today’s top students- August 18, 2026

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本报道由 AI 助手自动抓取、翻译并发布。

教师培训需要更多的社区和更少的合规性

原文标题: Teacher training needs more community and less compliance
来源: eSchoolNews | 发布时间: 2026-07-27
原文链接: 点击阅读原文

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Key points:

• Teacher training should reflect individual school and district realities

• PD for innovation: Reimagining solutions for engagement, burnout, and achievement gaps

• A new PLC model that builds collective efficacy and fights teacher burnout

• For more news on professional development, visit eSN’sEducational Leadershiphub

Professional development is one of a school district’s most powerful strategies for improving student outcomes. Yet, educators often leave workshops feeling inspired in the moment, but take little action in the classroom. The problem isn’t that teachers don’t want to learn, but that professional development is treated as an event, rather than an ongoing process.

OECD’s Teaching and Learning International Survey(TALIS) found that only 38 percent of teachers participated in formal induction activities during their first teaching position, and just 22 percent of novice teachers had an assigned mentor. The teachers who experienced induction reported higher levels of confidence and job satisfaction. Those findings demonstrate that meaningful professional learning isn’t merely about access to training, but about learning alongside others.

After more than 15 years of working in teacher coaching and professional learning, I’ve found that the educators who experience the most lasting growth are the ones who have trusted colleagues asking thoughtful questions, leaders creating space for reflection, and communities encouraging experimentation rather than expecting perfection.

As education continues to evolve, I believe the future of teacher training will be shaped by three interconnected ideas: it will be local, relational, and thoughtfully supported by technology.

Relationship-building for ongoing learning

Teaching is a field that is very people-focused. While classroom curriculum plays a major role, what makes an educator stand out is proper training, which develops through conversation, reflection and relationship-building.

Throughout my work with schools, I’ve seen that lasting professional growth often begins with a simple question.

• “What happened in that lesson?”

• “What surprised you?”

• “What might you try differently tomorrow?”

These questions invite teachers to reflect. They help build confidence in their professional judgment instead of relying on prescribed answers.

Mentoring, instructional coaching, and collaborative learning communities create the psychological safety educators need. That way, they can continue testing new ideas, receiving constructive feedback, and adapting their practice over time.

Professional learning, like teaching itself, flourishes through relationships built on trust.

Local schools need local solutions

One of the biggest mistakes we make in professional development is assuming every school needs the same solution. Meanwhile, every community has its own strengths and challenges.

• A rural school serving a small community will face different realities than a large urban secondary school.

• Schools welcoming newcomer families may prioritize different professional learning than schools focused on improving literacy or supporting student well-being.

Teacher training should reflect these realities. The pressures facing Ontario schools illustrate this well. According toPeople for Education’s 2023–24 Annual Ontario School Survey, 35 percent of secondary schools report daily teacher shortages, while nearly half of Ontario schools experience daily shortages among educational assistants.

When staffing pressures affect educators, professional learning needs to be practical, responsive, and embedded in the daily life of the school. Instead of asking teachers to adapt to generic professional development, we shoulddesign professional learning around the contexts in which educators actually work.

Technology is strengthening human learning

Artificial intelligence is quickly reshaping conversations about education and will likely shape the future of not only student learning but also teacher learning.

Used thoughtfully, this technology can remove barriers that have limited access to professional development. For example, teachers can use the technology for:

• Accessing learning when it fits their schedules

• Receiving personalized resources

• Collaborating with peers in ways that weren’t possible just a few years ago

A2025 meta-analysisexamining AI across educational settings found that the technology had positive impacts on learning. Yet the AI’s effectiveness depends on how the technology is implemented and used, and on how it supports students. The publication also recommends integrating these tools cautiously and thoroughly reporting on both positive and negative results.

AI cannot replace the trust built through mentoring. It cannot observe classroom dynamics with the nuance of an experienced colleague. It cannot fully replicate the reflective conversations that help teachers make sense of complex moments with students.

What it can do is make those human interactions easier to access by reducing logistical barriers, expanding opportunities for collaboration, and giving educators more time to focus on what matters most: ongoing learning together.

Closing thoughts

Conversations about teacher training have focused on delivering more professional development. I believe it’s about creating the conditions for educators to keep learning throughout their careers.

That means investing in mentoring and coaching relationships, recognizing that every school community is different, and embracing technology to support the human relationships at the heart of great teaching.

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Quinn is a co-founder of theGedi VillageFoundation, bringing 15 years of experience in coaching, teacher-training, and learning content creation. She is one of the cofounders of Graydin, an organization at the forefront of the coaching movement in education since 2011, partnering with more than 300 schools and universities worldwide. A certified Co-Active Coach and NLP Coach Practitioner, Quinn also co-founded Akosia at 24 — a charity that used coaching and filmmaking to support historically marginalized children and women for over a decade.

• What it really takes to accelerate adolescent literacy across our district- August 20, 2026

• Uncovering the college and career readiness shifts that exceptional school systems are making- August 19, 2026

• Today’s classroom isn’t broken–but it wasn’t built for today’s top students- August 18, 2026

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第一次觉得”未来已来”不是一句烂大街的口号，是在看到WAIC展台上，一个数字人孔子回答观众”你怎么看AI时代的学习”的那一刻。他略作沉吟，说：”AI兴于今世，恰合吾昔日’有教无类’之愿，令学子由’知之’而’好之’’乐之’。”调侃之余，我忽然意识到，这句话把本周几乎所有智能教育大事件都串了起来——政策在画蓝图，大学在重新定义课堂，科技公司在抢滩登陆，一线教师自己动手造工具。热闹是热闹，但热闹背后有几个真问题值得拆开看看。

一、WAIC 2026：AI从”工具”变成”伙伴”，大学课堂在重塑

7月17日至20日，2026世界人工智能大会在上海举办。教育议题在本届WAIC上的分量明显加重——多场高规格论坛，诺奖、图灵奖得主、国内高校校长同台，核心命题只有一个：当教师在台上问学生、学生在台下问AI，大学怎么办？

新华社的报道里有两个案例让我印象很深。一是北大光华管理学院的AI教学助手”豆角”——教师需要找”数字化转型困境的中小企业”案例时，它能在几秒内从知识库中精准抓取并梳理出教学讨论框架。学生那边也热闹，可以在课堂上召唤不同性格的AI学伴：”显眼包”活跃气氛，”好奇宝宝”探讨理论。二是华中科技大学同济医学院的”痛息智查”——一个仿真虚拟病人，医学生随时随地练问诊，系统把推理过程用思维导图可视化，连基层医生都能打开小程序获取辅助诊断。

上海交大校长丁奎岭给出的数据更具体：自2024年”AI+HI”（人工智能+人类智慧）理念提出以来，首批10门”人类导师+AI教师”课堂已落地。以《工程热力学》为例，线上AI教师讲知识，每个学生自主掌握节奏，最快20分钟完成原来45分钟的课程内容；人类导师则转向高阶研讨与科研引导。

华中科技大学校长尤政说得直接：大学不能有”鸵鸟心态”，应主动划定AI”可为”与”不可为”的红线。复旦大学今年1月已发布了生成式AI教育教学应用指引，要求学生使用AI工具时说明使用方法、信息验证过程及批判性思考。复旦张立华教授的观点我很认同——大学教师面临的最大挑战已不在于具体的教学指导，而在于如何”发现学生的兴趣，并将其与实验室的研究方向精准匹配”。

我的看法：WAIC上教育议题的升温不是偶然。当技术从「做题工具」进化到「教学伙伴」，大学的反应速度比预想中快。但值得警惕的是，目前的实践多集中在顶尖高校，普通院校要跟上这波转型，缺的不是理念，是算力、数据和一支能打的技术团队。

二、政策密集落子：”人工智能+教育”进入系统布局期

本周最值得关注的政策信号来自两处。

一是教育部等五部门印发的《”人工智能+教育”行动计划》。中国工程院院士、同济大学党委书记郑庆华在《瞭望》上撰文解读，信息量很大。文章明确提出，AI正推动教育从传统”师—生”二元结构走向”师—机—生”协同共生——教师承担知识讲授的同时，要加强学习设计、价值引导和成长陪伴；学生借助智能支持开展自主、探究和个性化学习；智能系统在学习诊断、资源推荐、过程反馈等环节提供支撑。

郑庆华还特别强调，AI越是深度融入教育，越要坚持育人为本，”防止技术依赖、算法偏见、数据滥用和价值偏差”。这句提醒不是多余的——过去两年教育大模型遍地开花，但到底有多少经过了严格的教育场景验证和安全审核？行动计划要求建设”国家人工智能（教育）应用中试基地”，这个中试基地的含金量将直接决定政策落地的质量。

二是国务院《教育发展”十五五”规划》中关于”推进教育数智化变革”的专门部署。规划明确提出”开展’人工智能+教育’行动，推动教育理念、培养模式、考试考核、科研范式和治理机制深层次变革”，并强调”探索运用人工智能、大数据等数智技术赋能教育评价改革，切实减轻基层负担”。注意”切实减轻基层负担”这八个字——技术如果只是换个方式填表，那不叫改革，叫换皮。

我的看法：这两份文件的叠加效应不容小觑。行动计划是战术层面的操作手册，十五五规划是战略层面的方向锚定。它们共同标志着一个判断：中国的”人工智能+教育”已从局部探索和单点应用，正式走向系统布局和全域推进。但政策画图容易，落地最难的地方永远是课堂——怎么让一线教师不把AI当成新的负担、新的填表任务？这个问题不解决，再好的蓝图也只能挂在墙上。

三、一线突围：深圳教师自己动手造AI

政策和顶会之外，来自基层的消息同样值得关注。7月14日《深圳特区报》报道，深圳各区教育局和中小学正催生出一支规模庞大的”教师开发者”队伍——他们不等着上面发工具，而是自己动手把AI转化为教学利器。

龙岗区同心实验学校李老师用”AI龙老师”一小时改完了48篇学生语文习作。龙岗区”人工智能攻坚队”已自主开发覆盖全学科及班主任管理等领域的智能体工具，形成从小学到高中全学段的AI支持矩阵。龙岗区教科院教研员吴向东深耕科学教育40年，把自己3本专著、100多篇论文和国际科学教育文献全部”喂”给AI，做出了一个随时可访问的”科学教育专家”智能体。平湖中学吴林璋老师开发的”万事留痕”工具，目标是”让班主任的每一步工作都有据可循、复盘轻松”。

这让我想起一个经典命题：教育信息化推了二十年，为什么很多学校的设备最后都落了灰？答案可能很简单——工具不是老师自己造的，不好用、不顺手、跟真实需求隔着一层。深圳这批教师开发者的可贵之处在于，他们不是在「应用技术」，而是在「创造技术」。当一线教师从”站在讲台上的传授者”进化为”站在技术背后的设计者”，AI教育的最后一公里才真正开始打通。

我的看法：深圳模式能不能复制到全国？关键不在技术，在机制——有没有给老师留出做这件事的时间？有没有把开发成果纳入评价体系而不是当成额外负担？有没有形成教师之间的技术互助社区？这些问题的答案，比智能体本身重要得多。

四、硅谷抢滩：Anthropic和OpenAI同时盯上了教室

目光转向海外，一场针对学校市场的争夺正在升温。

7月14日，Anthropic发布Claude for Teachers，面向美国K12认证教师免费开放。产品宣称可覆盖全美50个州的学术标准，帮助教师设计教案、个性化调配教学材料、利用数据改进教学。首个试点落在底特律公立学校，将围绕教师福祉和教学实践展开研究。同期的消息是，OpenAI在ChatGPT中强化了青少年学习功能，家长可默认开启Study Mode。

但热闹背后有冷水。多鲸资本的教育周报披露，2026年上半年全球教育科技融资降至10亿美元——相比前两年的狂热，这个数字堪称断崖。可汗学院创始人Sal Khan也在近期公开承认，Khanmigo初版效果有限，”独立于学习内容的AI助手容易被学生忽视，嵌入式AI辅导才能真正改变学习行为”——这个反思对当前所有宣称”AI颠覆教育”的产品来说，都是一面清醒的镜子。

我的看法：科技巨头扎堆进学校，场面像极了十年前平板电脑进课堂的热潮。但教育的逻辑和消费互联网完全不同——不是你做了一个好工具，老师就会用；不是你免费了，学校就会装。Sal Khan的坦诚尤其珍贵：AI教育产品真正的壁垒不在模型能力，在”嵌入”——嵌入课堂节奏、嵌入师生关系、嵌入已经运行了几百年的那一套教育逻辑。做不到这一点，再炫酷的演示也只是演示。

五、本周收束

回头看看孔子数字人那句”由’知之’而’好之’’乐之’”，似乎是对本周最好的总结。

政策层在说”育人为本”，大学在划定AI的”可为与不可为”，深圳老师在用代码给同事减负，硅谷巨头在免费送工具进学校——所有这些动作，归根到底都在回答同一个问题：有了AI之后，教育到底要往哪里走？

我的判断是两条线在同时推进。一条是效率线：AI帮老师批作业、出卷子、备课、做学情分析，把人从重复劳动中解放出来。这条线走得最快，但也最容易跑偏——如果解放出来的时间又被新的任务填满，本质上是换了一种加班方式。另一条是质量线：AI能不能让一个孩子真正学得更深、更主动、更快乐？孔子两千年前说的”好之””乐之”，放到今天就是”学习动机”和”学习体验”。这一条线走得慢，但走对了才是真正的变革。

两条线之间，本周这些事件给出的信号是：效率线已经跑起来了，但质量线才刚刚起步。好在我们开始问了，开始试了，开始在政策里写”切实减轻基层负担”而不是”全面推进AI落地”了。这就是进步。

素材来源清单

1. 《智能伙伴来了，”AI”正重塑大学课堂》，新华社，2026-07-21，https://www.toutiao.com/article/7664879170556379683/
2. 《瞭望·政策解码 | 以人工智能赋能教育强国建设新跃升》，郑庆华，新华社/《瞭望》，2026-07-13，https://www.toutiao.com/article/7661934180368810538/
3. 《教育如何应对人工智能大考》，人民日报，2026-07-20，https://www.toutiao.com/article/7664502338681373199/
4. 《太强了 深圳教师”顺手”开发校园AI》，深圳特区报，2026-07-14，https://www.toutiao.com/article/7662168697322209819
5. 《AI重构教与学 全场景智慧教育系统在杭州上线》，人民网，2026-07-19，https://new.qq.com/rain/a/20260719A08OGA00
6. 《直击WAIC 2026：AI智能体加速落地教育场景，与爱为舞交出AI原生技术答卷》，中国日报网，2026-07-20，https://www.toutiao.com/article/7664551843363553807/
7. Anthropic unveils Claude for Teachers, Chalkbeat, 2026-07-14, https://www.chalkbeat.org/2026/07/14/anthropic-launches-claude-for-teachers-as-ai-companies-battle-for-classrooms/
8. 《国务院关于印发〈教育发展”十五五”规划〉的通知》，中国政府网，2026-06，https://www.gov.cn/zhengce/zhengceku/202606/content_7073641.htm
9. 《教育周报 | AI教师工具密集上线；AI教育监管新规正式施行》，多鲸资本，2026-07-19，https://dy.163.com/article/L26MQHO905386T63.html
10. 《AI+教育日报_0717》，2026-07-17，https://www.toutiao.com/article/7663301655261233710
    （内容由AI生成，仅供参考）

教学和学校改善的暑期阅读：利用学习科学

原文标题: Summer reading for teaching and school improvement: Harnessing the Science of Learning
来源: eSchoolNews | 发布时间: 2026-07-24
原文链接: 点击阅读原文

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Key points:

• If we want teachers to teach differently, we have to model what that looks like

• PD for innovation: Reimagining solutions for engagement, burnout, and achievement gaps

• A new PLC model that builds collective efficacy and fights teacher burnout

• For more on the Science of Learning, visit eSN’sEducational Leadershiphub

Every summer, I find myself in conversations with teachers and administrators trying to figure out why their current pedagogical practices are or aren’t working. So, once I came acrossHarnessing the Science of Learningby Nathaniel Swain, Ph.D., I haven’t been able to stop recommending it.

Swain, a senior lecturer in Learning Sciences at La Trobe University School of Education in Australia, has combined scientific research and real-world anecdotes to help every educator understand how the human brain learns. Readers have lovedHarnessing the Science of Learning, giving the book a rating of 4.5 out of 5 stars on Amazon.The questions educators ask

Before I talk about the book itself, I want to touch on the questions I most often hear when I sit down with teachers and school leaders.

Teachers ask, “I have so many kids at different learning levels. How do I help them all grow?” They also want to know: “How do I help students feel confident while meeting state standards?” Administrators question, “How do I help my teachers be successful and reduce their load?”

They want practical guidance and techniques that feel sustainable. That’s exactly what Swain’s book provides.

Research-based answers for teaching and school improvement

In the book, Swain and a roster of thought leaders from the learning sciences and educational practice have translated research into accessible teaching and school improvement strategies. The result is a how-to guide that covers explicit instruction, cognitive load theory, retrieval practice, spaced repetition, knowledge-rich curriculum design, and whole-class responsive teaching.

While other books likeMake It Stickaddress the Science of Learning from the learner’s perspective (making it useful for college students and adult self-directed learners), Swain orients the entire framework toward the educator.

The cognitive load problem

The book’s section on cognitive load theory resonated most deeply with me because its implications are so immediately actionable. I often find myself explaining to teachers that working memory is very small. When students are learning something new, visual clutter or anything else that competes for that limited working memory impedes learning.

Managing cognitive load is crucial for young learners, whose working memory capacity is developing, and for students with learning differences, who may already be managing extra cognitive demands. Swain’s recommendation of distraction-free environments may seem suspiciously simple, but I can vouch for its efficacy. In fact, we’ve incorporated the “no bells and whistles” principle as well as explicit, systematic instruction into our content to support the success of early readers.“I do, we do, you do” for both learners and teachers

Another of the pedagogical frameworks Swain presents is the “I do, we do, you do” gradual release of responsibility:

• The teacher explicitly demonstrates a concept or solves a problem (I do)

• The teacher works on the concept or problem with the class, providing feedback and scaffolding (We do)

• The teacher observes students’ independent practice (You do)

That model maps directly onto what cognitive science tells us about skill acquisition. Learners first need clear demonstrations and guided practice before they can practice on their own. Otherwise, their independent practice may create confusion or, worse, confidence in incorrect approaches, which then must be unlearned.

Here’s examples of how lessons could follow this structure:

• An informational segment or video with an instructor or program characters teaching concepts

• Collective practice with positive reinforcement (e.g., encouragements such as “try again, no big deal,” and “great job”)

• End-of-lesson quiz for independent demonstration

This framework can be applied beyond the design of classroom lessons, including shaping how administrators think about professional development. If we’re honest, professional learning almost never follows the same “I do, we do, you do” logic that we ask teachers to use with students. Instead, we tend to deliver professional development through information transfer and then send teachers back to their classrooms to figure out implementation alone.

Putting principles into practice

I spend much of my professional life thinking about how to support teachers, not just in understanding new tools, but also in building the kind of instructional confidence that lets them adapt, solve problems, and grow. After spending time with Swain’s book, I’ve been reflecting on potential areas for improvement and the ways in which our professional development design currently reflects Science of Learning principles:

• Small, manageable learning increments

• Modeling before practice (I do, we do, you do)

• Connection to existing knowledge, not just layers of new content

If we want teachers to teach differently, we have to model what that looks like. That means professional development that is explicit and systematic, incorporates retrieval and reflection, and that doesn’t overwhelm the people it’s meant to serve.

The frameworks within the book can also shape how we think about the role of technology within a classroom. Swain neither dismisses nor celebrates educational technology. He asks the same questions of technology that he asks of any instructional tool or practice: Does it reduce cognitive load or add to it? Does it support explicit instruction, or substitute passive exposure? Does it extend or merely duplicate what a teacher can do?

Those questions don’t have universal answers. The answer depends on the specific tool, the specific learning objective, and whether the design of the tool reflects Science of Learning principles such as clarity, sequence, and appropriate challenge.

It would be easy for already-stretched educators to view the Science of Learning as just another new set of demands. But when implemented thoughtfully, these evidence-based practices reduce unnecessary complexity and help educators focus their energy on what moves the needle for student learning. It’s purposeful habit-building that leaves teachers feeling capable and in charge.

Harnessing the Science of Learningis my top summer reading recommendation for administrators, instructional coaches, and teachers who want to go into the new school year with a clearer, more confident understanding of which instructional approaches work, why, and what to do with that knowledge.

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Miriam Williams, M.Ed., is currently a Professional Development Manager at3P Learning. She built her 23-year career as an educator serving low-performing schools in the United States as middle school teacher, assistant principal and principal at both elementary and secondary Title I schools. She was also district manager for 47 public charter schools and has extensive experience in school transformation and building the capacity of focused learning teams.

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• Today’s classroom isn’t broken–but it wasn’t built for today’s top students- August 18, 2026

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