培育目標(biāo)的定位能力

李德強(qiáng)

課堂教學(xué)中，圍繞教學(xué)目標(biāo)展開教學(xué)活動(dòng)是實(shí)施教學(xué)的根本要求，有什么樣的教學(xué)目標(biāo)就應(yīng)該有與之相匹配的教學(xué)過程。但事實(shí)上，教學(xué)目標(biāo)與教學(xué)過程的“兩張皮”現(xiàn)象十分常見，究其原因，目標(biāo)未能入腦入心是關(guān)鍵，再進(jìn)一步追問，便是淡化了目標(biāo)制定的過程性特征，而教師目標(biāo)定位能力的缺失是主要問題。

目標(biāo)定位就如利用衛(wèi)星系統(tǒng)找到地球上某一觀測點(diǎn)所在的位置一樣。一節(jié)課的“位置”也需要從學(xué)生、課程、教材、學(xué)科關(guān)聯(lián)等多個(gè)不同的維度或方向出發(fā)，最后匯聚在某一點(diǎn)上，這一點(diǎn)就是目標(biāo)的核心所在了。這個(gè)道理談起來似乎大家都明白，但做出來并且做好并不容易，因?yàn)槟繕?biāo)定位是一個(gè)分析、提煉、表達(dá)的過程，是一種能力的體現(xiàn)。這種能力是在長期的教學(xué)實(shí)踐中，不斷積累、磨煉而形成的，這與教學(xué)實(shí)際中常見的照搬照抄或者簡單疊加拼湊是大相徑庭的?？茖W(xué)課程因其實(shí)踐性、綜合性特點(diǎn)，需要科學(xué)教師在目標(biāo)定位能力的淬煉上下更大的功夫。

首先，要喚醒目標(biāo)定位的意識(shí)。教師幾乎每天都在制定教學(xué)目標(biāo)，為什么還需要喚醒呢？幾年前，我們就目標(biāo)的塑造過程進(jìn)行過調(diào)研，但遺憾的是，現(xiàn)在的訪談結(jié)果與之前相比并無多大改觀。很多教師依然習(xí)慣于照樣畫葫蘆，雖然有教學(xué)目標(biāo)，但缺少目標(biāo)的定位過程。也有的教師會(huì)從宏觀到微觀理論一番，但一旦落實(shí)到具體的教學(xué)目標(biāo)，兩者就又相去甚遠(yuǎn)了。產(chǎn)生這些狀況的背景很復(fù)雜，但滿足于唾手可得的現(xiàn)成目標(biāo)，止步于“樹木”而不愿去打開或者打不開“森林”是很現(xiàn)實(shí)的存在，說其目標(biāo)定位意識(shí)沉睡一點(diǎn)也不為過。改變這一困局的重要途徑就是要在教師的思維深處植入“定位”的理念，升華“定位”的教學(xué)實(shí)踐意義。

其次，要認(rèn)識(shí)并豐富自身的知識(shí)結(jié)構(gòu)?！皩W(xué)科教學(xué)知識(shí)”的相關(guān)理論告訴我們，實(shí)踐性知識(shí)是教師專業(yè)發(fā)展的主要知識(shí)基礎(chǔ)，在教師的工作中發(fā)揮著不可替代的作用。目標(biāo)定位過程就是實(shí)踐性知識(shí)的具體體現(xiàn)。在科學(xué)教師目標(biāo)定位能力的形成中，需要在實(shí)踐中不斷尋求與理論的對話，創(chuàng)造屬于自己的學(xué)科教學(xué)新知識(shí)，而不是簡單地將理論強(qiáng)加到實(shí)踐中。這就意味著科學(xué)教師要走這樣一條發(fā)展之路：在具體的目標(biāo)擬定活動(dòng)中，從科學(xué)知識(shí)、科學(xué)探究、科學(xué)態(tài)度、科學(xué)技術(shù)社會(huì)與環(huán)境等四個(gè)維度出發(fā)，下尋基礎(chǔ)，上觀方向，相互關(guān)聯(lián)，初步形成目標(biāo)之后，再在教學(xué)實(shí)施中檢驗(yàn)?zāi)繕?biāo)的科學(xué)性和合理性，從理論的角度找到解釋的依據(jù)，進(jìn)而對目標(biāo)作出進(jìn)一步的調(diào)整。如此反復(fù)，長期積累，也就具備了豐富的目標(biāo)定位實(shí)踐性知識(shí)，能力也會(huì)隨之得到提升。在這一過程中，科學(xué)教師面臨的最大問題有兩個(gè)：一是自主閱讀。在很多人的心目中，科學(xué)教師要多鍛煉動(dòng)手能力，而閱讀被放到不重要甚至忽略的位置，這是極大的誤區(qū)。在目標(biāo)定位的過程中，閱讀是時(shí)時(shí)相伴的。在尋求與理論對話之前，教師要知道理論在哪里；在對話中，要厘清有哪些理論是可用的；在對話之后，要明白理論給了我什么。而這一切都與閱讀緊密相關(guān)。二是在比較中改進(jìn)。許多科學(xué)教師的目標(biāo)定位能力多年徘徊在同一水平，為什么呢？其中一個(gè)重要原因就是對目標(biāo)分析的欠缺，課上完了目標(biāo)就“躺”在了備課本里，明年再接著用，這無疑使教師痛失了實(shí)現(xiàn)目標(biāo)定位能力發(fā)展的時(shí)機(jī)。所以，前期的目標(biāo)在與理論對話之后，應(yīng)該產(chǎn)生后續(xù)的改進(jìn)目標(biāo)。這一比較、改進(jìn)過程正是促進(jìn)科學(xué)教師目標(biāo)定位能力形成的重要一步。

第三，要在動(dòng)態(tài)調(diào)整中錘煉。學(xué)生活動(dòng)的生成性等特點(diǎn)就決定了目標(biāo)的定位有一個(gè)動(dòng)態(tài)變化的階段。判斷目標(biāo)定位能力大小的一個(gè)重要標(biāo)準(zhǔn)，就是在直面學(xué)生活動(dòng)時(shí)，能否依據(jù)學(xué)情及時(shí)對目標(biāo)進(jìn)行修正。值得注意的是，關(guān)于學(xué)情分析，大多數(shù)科學(xué)教師只關(guān)注了學(xué)生已有的認(rèn)知水平和經(jīng)驗(yàn)，而缺失了對學(xué)生課堂活動(dòng)狀態(tài)的即時(shí)觀察與判斷，而這一點(diǎn)正是動(dòng)態(tài)調(diào)整目標(biāo)，準(zhǔn)確定位的關(guān)鍵。堅(jiān)持在判斷與調(diào)整中發(fā)揮目標(biāo)的導(dǎo)向作用，帶來的不僅是教學(xué)目標(biāo)與教學(xué)過程的高度一致，還有教師目標(biāo)定位能力的持續(xù)提升。

總之，目標(biāo)定位能力是教學(xué)實(shí)施中的關(guān)鍵能力，應(yīng)該得到自覺、主動(dòng)地發(fā)展，這或許能成為實(shí)現(xiàn)教師教學(xué)水平轉(zhuǎn)折的重要切入口。

Cultivating the Ability of Target Orientation

LI Deqiang

LI Deqiang

Deputy Editor in Chief of Science Textbook of People’s Education Hubei Education Press

Vice Chairman of Primary School Science Teaching Steering Committee of Hubei Provincial Department of Education

Excellent Expert in Yichang City， Hubei Province

In classroom teaching， it is the fundamental re？ quirement to carry out teaching activities around the teaching objectives. What kind of teaching objectives should be matched with the teaching process. But in fact， the phenomenon of "two skins" between teach？ ing objectives and teaching process is very common. The reason is that the goal cannot enter the mind and heart is the key. Further questioning is to weak？ en the process characteristics of goal setting， and the lack of teachers’ goal positioning ability is the main problem.

Target positioning is the same as using satellite system to find the location of an observation point on earth. The "position" of a course also needs to be set out from many different dimensions or direc？ tions such as students， courses， textbooks， discipline associations， and finally converge on a certain point， which is the core of the goal. It seems that everyone knows this truth， but it is not easy to do it and do well， because the goal orientation is an analysis， re？ fining and expression process， and it is a manifesta？ tion of ability. This ability is formed by accumulation andtemperinginthelong-termteachingpractice， which is quite different from the common copying or simply overlapping in teaching practice. Because of itspracticalandcomprehensivecharacteristics，sci？ ence curriculum needs more efforts of science teach？ ers in the training of target orientation ability.

First， we should wake up the consciousness of target orientation. Teachers are setting teaching goals almost every day. Why should we wake up？ We did a survey of the goal shaping process a few years ago， but unfortunately， the results of the interview have not changed much compared with the previous ones. Many teachers are still used to drawing gourds asusual. Althoughtheyhaveteachinggoals， they lack the process of positioning goals. Some teachers will have a macro to micro theory， but once they reach the specific teaching objectives， they will be far from each other. The background of these situa？ tions is complex， but it is very realistic to meet the ready-madegoalsavailable，stopat"trees"rather than open or not open up "forest". It is not too much to say that their goal orientation consciousness is sleeping. The important way to change this dilem？ ma is to implant the concept of "positioning" in the deep of teachers’ thinking and sublimate the practi？ cal significance of "positioning".

Secondly， we should understand and enrich our own knowledge structure“The relevant theory of "sub？ ject teaching knowledge" tells us that practical knowl？ edge is the main knowledge base of teachers’ profes？ sional development and plays an irreplaceable role in Teachers’ work. The process of target orientation is the embodiment of practical knowledge. In the forma？ tion of science teachers’ goal orientation ability， we need to constantly seek dialogue with theory in prac？ tice， and create our own subject teaching new knowl？ edge， rather than simply force theory into practice. This means that science teachers should take such a road of development： in the specific goal setting activ？ ities， starting from the four dimensions of scientific knowledge， scientific inquiry， scientific attitude， sci？ ence and technology， society and environment， they should look down on the foundation， look up on the direction， and connect with each other， and then test thescientificityandrationalityof thegoal inthe teaching implementation after the initial formation of the goal， From the theoretical point of view to find the basis for the explanation， and then make further adjustments to the goal. So repeatedly， long-term ac？ cumulation， will have a wealth of practical knowledge of target positioning， ability will also be improved. In this process， there are two biggest problems for Sci？ ence Teachers： one is autonomous reading. In many people’sminds，scienceteachersshouldexercise more hands-on ability， and reading is not important or even ignored， which is a great misunderstanding. In the process of target orientation， reading is always accompanied. Before seeking a dialogue with the theo？ ry， teachers should know where the theory is； In the dialogue， we should clarify which theories are avail？ able； After the dialogue， understand what the theory gives me. And it’s all about reading. The second is toimproveincomparison.Manyscienceteachers have been at the same level for many years. Why？ One of the important reasons is the lack of goal anal？ ysis. After class， the goal will be "lying" in the text？ book， and will be used next year， which undoubtedly makes teachers lose the opportunity to achieve the development of goal positioning ability. Therefore， the early goal after the dialogue with the theory， should produce the follow-up improvement goal. This pro？ cess of comparison and improvement is an important step to promote the formation of science teachers’ goal orientation ability.

Third， we should temper in dynamic adjustment. Thegenerativecharacteristicsofstudents’activities determine that the orientation of goals has a dynamic stage. An important criterion to judge the ability of target positioning is whether the target can be correct？ ed in time according to the learning situation when facing the students’ activities. It is worth noting that most science teachers only pay attention to the stu？ dents’ cognitive level and experience， but lack the re？ al-time observation and judgment of students’ class？ room activities， which is the key to dynamically ad？ justthegoalandaccuratelyposition.Insistingon playing the guiding role of goals in judgment and ad？ justment will not only bring about the high consisten？ cy between teaching goals and teaching process， but also the continuous improvement of teachers’ goal po？ sitioning ability.

In a word， the ability of target orientation is the key ability in the implementation of teaching， which should be developed consciously and actively， which may become an important entry point to realize the turning point of teachers’ teaching level.