【摘要】 生成式人工智能在教学中的深度融入引发了课堂范式的深层变革。基于控制逻辑的传统课堂管理方式在应对人机协同的复杂课堂形态时日益凸显出局限性，因此亟待构建一种融智课堂治理范式，引领课堂形态从“管理”走向“治理”。融智课堂治理范式的理论框架包括三层架构，目标层指向由系统韧性、意义生成与动态适应性构成的核心“治理三角”，原则层由以人为本、过程开放、证据导向、迭代进化构成基本准则，机制层强调以规则嵌入、数据驱动、反馈调节为核心作用方式。在此基础上，由“议题建模→证据生成→论证建构→迁移应用→反思修规”构成的“五链模型”可将融智课堂治理理念转化为一套可操作的课堂“工法”，有效协同支撑“治理三角”核心目标的实现。为了推进传统课堂管理向融智课堂治理的系统转型，实践层面还需要通过角色重构、技术赋能、文化重塑与组织支持四维路径协同推进，并通过规范化流程与教师临机智慧的辩证统一，实现兼具科学性、技术性、艺术性、人文性与生态性的融智课堂新生态构建与迭代进化。更多还原

【Abstract】 The deep integration of generative artificial intelligence in education is triggering profound transformation in classroom paradigms. Traditional classroom management grounded in a logic of control are increasingly limited in addressing the complex forms of classroom characterized by human-AI collaboration.Consequently, there is an urgent need to develop a governance paradigm for intelligent convergent classrooms,guiding classroom practice from “management” toward “governance.” The theoretical framework of this governance paradigm consists of three layers. At the goal level, it is oriented toward a core “governance triangle” composed of system resilience, meaning generation and dynamic adaptability. At the principle level, it is guided by four fundamental tenets: human-centeredness, process openness, evidence orientation and iterative evolution. At the mechanism level, it emphasizes three core operational mechanisms: rule embedding, data-driven decision-making and feedback regulation. Building on this framework, the Five-Chain Model, comprising issue modeling, evidence generation, argument construction, transfer and application, and reflective rule revision, translates the governance philosophy of intelligent convergent classrooms into a set of actionable classroom practices. This model effectively coordinates and supports the realization of the core objectives represented by “governance triangle”. To advance the systemic transition from traditional classroom management to intelligent classroom governance, practical efforts should be promoted along four interrelated pathways: role reconstruction, technological empowerment, cultural reshaping and organizational support. Through the dialectical integration of standardized procedures and teachers’ situational wisdom, this governance paradigm aims to foster and continuously evolve a new ecosystem of intelligent convergent classrooms characterized by scientific rigor, technological integration, pedagogical artistry, humanistic values and ecological balance.更多还原