AI 作为学习伙伴、（可）个性化学习、学生自主权以及自我导向学习，这些新的理念为实现优质教育提供了可能性。然而，要真正落实这些理念，学校体系需要进行范式转变。尽管学校在社会体系中展现出极强的韧性（吸收变化以及自我修复），但它们在适应变革时往往也能表现出灵活性。在过去 200 多年里，尽管课程、教材、测试和教学方法发生了诸多变化，但学校教育的核心理念几乎没有改变。如今，为了让学生能够应对人工智能时代的不确定性，我们亟需采用一种新的教育范式，赋予学生更多的自主权与学习控制权。然而，传统学校体系似乎对真正的范式转变和系统性变革具有强大的抵抗力。本文采用生态学的潘宁体系理论（Panarchy Theory，亦称为“泛体系理论”） 作为分析框架，从系统的韧性、适应性和变革能力角度出发，探讨教育变革的可能性，并提出了如何实现这一范式转变的创新路径。

The purpose of this article is to analyze educational changes, in particular transformational changes, and suggest a new approach to shifting the paradigm in education using an ecological conceptual framework. Paradigm shift can happen in schools, but it cannot be imposed by systems, and systems typically are unable to propose transformational changes. Such changes should happen within schools, but not affecting the entire school. Thus a “school within a school” approach is proposed with some examples. The small change could affect entire systems from the perspective of panachy theory. This article brings a fresh perspective on making the much needed transformational changes possible in schools. AI partnership, personalized learning, student autonomy and self-determination, self-directed learning are all fascinating and hopeful ideas that could bring the best education possible for all students. But implementing these would demand a paradigm shift in schools. Schools are the most resilient social entities, but they are also the easiest to change organizations. For over 200 years, the essence of schooling has not changed, but there have been significant changes in curriculum, textbooks, testing, and pedagogy. Today, we need schools to operate with a different education paradigm to enable students to have more autonomy and control of their learning in order to survive and thrive in the uncertain age of Artificial Intelligence. It seems apparent that the school system has successfully resisted paradigm shifts or transformational changes.