Abstract: The “Three-Teacher Classroom” is rooted in Tao Xingzhi’s educational philosophy and addresses the structural contradiction between large-scale education and personalized cultivation through the triadic collaboration of “teacher-little teacher-AI intelligent teacher”. It represents a localized new form of teaching in the era of intelligent education. Existing research largely focuses on the technological empowerment provided by AI， but lacks philosophical reflection on its essential role， often falling into the trap of treating AI as a mere tool in practice. This study introduces Don Ihde’s philosophy of technology framework， examining AI in the classroom through four types of “human-technology” relationships： embodiment， hermeneutics， alterity， and background relations， systematically elucidating the multiple empowering roles of the AI intelligent teacher. The study finds that the AI intelligent teacher is not an external auxiliary tool to the teaching system； rather， by dynamically engaging with teachers and students to form relationships of embodied extension， interpretive mediation， virtual partnership， and environmental grounding， it becomes deeply internalized as a functional subject within the “teacher-little teacher-AI intelligent teacher” collaborative education community. This theoretical clarification transcends the narrow view of simplifying AI intelligent teachers as mere efficiency tools and provides a practice paradigm for the application of educational technology in the intelligent era that combines philosophical depth with Chinese characteristics.