科學好課的幾點共識

徐春建

中圖分類號：G422文獻標識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.003

上出好課，不僅是許多教師的工作需求，而且是優(yōu)秀教師專業(yè)成長的必經(jīng)之路。但凡經(jīng)歷過上出好課的教師，都能深深地感受到其中的辛勞和成長。怎樣的課才算得上好課？不同的人有不同的解讀，但仔細推敲，還是有一些基本共識的。

好課以“為學生而教”為根本。

你上了一節(jié)公開課，學校領(lǐng)導交口稱贊，這就是好課嗎？或者你得到了教研員、專家的贊賞，就是好課？我認為都不一定。大家要思考的是，課堂教學的目的是什么。如果你的課堂是為了作秀，那么你可以忽視學生的存在，而專心為領(lǐng)導或?qū)＜冶硌?，因為他們的評價就是衡量你這節(jié)課是否為好課的標準。但如果你的課堂是真正為學生的發(fā)展而教，那學生是否在有限的教學時間內(nèi)得到高效發(fā)展，就成為衡量這節(jié)課是否為好課的主要標準。

可惜的是，有不少教師在漫長的教學生涯中一直忽視這一點，往往“為領(lǐng)導而教”“為自己而教”，卻始終沒做到“為學生而教”。好課的最終評定者不應(yīng)該是校長、教研員等“局外人”，而應(yīng)該是參與課堂學習的學生。學生年齡尚小，無法清晰而準確地表達自己對教師課堂教學的反饋和建議，需要教師和專家從學生的立場來“模擬”學生得到的發(fā)展情況，并以此作為是否為好課的依據(jù)。

好課以“立意與設(shè)計”為靈魂。

課的立意與設(shè)計是非常重要的，它是課的靈魂。一節(jié)課有好的立意與設(shè)計，即使教師在執(zhí)行中有少許偏差，大家聽后還是會回味無窮;如果一節(jié)課沒有獨到的立意與設(shè)計，僅有花哨的炫技和精彩的表演，聽課者最多贊賞一時，隨之而來的可能是輕視甚至是鄙視。好課的立意與設(shè)計是非常難的，既要符合學生的認知特點，又要體現(xiàn)本學科的最新研究動態(tài)，這對課的設(shè)計者的教研能力及理論水平提出了相當高的要求。

考慮到一線教師長期處于忙碌狀態(tài)、缺乏系統(tǒng)理論學習的現(xiàn)實，我建議一線教師在課的立意與設(shè)計階段，最好向教研員或資深教師求教，大家一起共同“研磨”課的立意與設(shè)計，自覺在“研磨”過程中摒棄諸多誘惑和挑戰(zhàn)，保持清醒和定力。

例如，面對各種新的教學理論及理念，很多教師限于精力，往往對其一知半解，甚至產(chǎn)生了誤讀。如有的教師對“深度學習”的理解就是要把課文中的科學概念教得更難、更深、更多，所以他們的教學立意和課堂設(shè)計就是在知識的難度、深度、廣度上層層加碼。當教學中學生無法滿足教學要求時，這些教師卻不肯醒悟，總是想著有沒有更精妙的教具、更炫技的技術(shù)幫助學生理解，卻沒有想到是課的立意與設(shè)計出了差錯。實際上，“深度學習”的本意是引導學生全身心積極參與到學習活動之中，獲得有意義的發(fā)展。對應(yīng)到小學科學的教學，教師應(yīng)該給予學生更多的實踐體驗機會，讓學生在充分而豐富的實踐活動中自行體悟科學概念，而不是通過讀、記、背在概念的難度、深度、廣度上做無聊的文章。據(jù)我的觀察，類似一線教師對“深度學習”誤讀的現(xiàn)象還有不少，所以在課的立意與設(shè)計階段，務(wù)必理性看待諸多理論及理念。

好課以“高效的實驗”為特征。

這一點不難理解，是學科特點使然。教師要根據(jù)教材內(nèi)容要求，準備好契合學生認識水平、經(jīng)濟成本適宜、實驗性能優(yōu)異的實驗器具，幫助學生更好地理解科學概念。課堂要有高效的與實驗相關(guān)的教學活動，如實驗前對實驗?zāi)康?、步驟、方法、記錄的講解，實驗中對學生操作、記錄的指導，實驗后師生共同的匯報、反思、歸納等。教師還要尤其重視實驗后的科學論證，幫助學生從具象的感性認識上升到抽象的理性認識（科學概念）。

Some Consensus on Good Science Class

XU Chunjian

中圖分類號：G422

文獻標識碼：C

DOI：10.16400/j.cnki.kjdk.2021.36.003

XU Chunjian

“131”Talent of Hangzhou Municipal People's Government

Primary School Science Teaching and Research Member of Hangzhou Basic Education Research Office Core Member of the Textbook Compilation Group of Science of Education and Science Edition

Giving a good class is not only the work demand of many teachers，but also the only way for the professional growth of excellent teachers. Any teacher who has experienced a good class can deeply feel the hardship and growth. What kind of class is a good class？ Different people have different interpretations，but after careful deliberation，there is still some basic consensus.

Good lessons are based on “teaching for students”.

You had an open class and the school leaders praised you. Is this a good class？ Or do you get the appreciation of teaching researchers and experts，which is a good class？ I don，t think so. What we should think about is what is the purpose of classroom teaching. If your class is for show，you can ignore the existence of students and concentrate on performing for leaders or experts，because their evaluation is the standard to measure whether your class is a good class. However，if your class is really taught for the development of students，whether students get efficient development in limited teaching time has become the main standard to measure whether this clas s is a good class.

Unfortunately，many teachers have ignored this point in their long teaching career. They often “teach for leadership”and“teach for themselves”，but they have never achieved “teach for students”. The final evaluator of a good class should not be “outsiders”such as principals and teaching researchers，but students participating in classroom learning. Students are still young and cannot clearly and accurately express their feedback and suggestions on Teachers，classroom teaching. Teachers and experts need to “simulate”the development of students from the standpoint of students，and take it as the basisfor whether it is a good class.

Good lessons take “intention and design”as the soul.

The conception and design of the course is very important. It is the soul of the course. A class has good intention and design. Even if the teacher has a little deviation in the implementation，everyone will still have endless aftertaste after listening to it;If a class has no original intention and design，only fancy skills and wonderful performances，the listeners will appreciate it for a while at most，and then they may despise or even despise it. The intention and design of a good course is very difficult. It should not only meet the cognitive characteristics of students，but also reflect the latest research trends of the subject，which puts forward quite high requirements for the teaching and research ability and theoretical level of the course designer.

Considering the fact that front-line teachers have been busy for a long time and lack of systematic theoretical learning，I suggest that front-line teachers should seek advice from teaching researchers or senior teachers in the conception and design stage of the course，so as to jointly “grind”the conception and design of the course，consciously abandon many temptations and challenges in the process of “grinding”and maintain soberness and concentration.

For example，in the face of various new teaching theories and ideas，many teachers are limited to their energy，often have a little knowledge of them，and even misread them. For example，some teachers，understanding of “deep learning”is to teach the scientific concepts in the text more difficult，deeper and more，so their teaching intention and classroom design is to add weight to the upper level of the difficulty，depth and breadth of knowledge. When middle school students can't meet the teaching requirements，these teachers refuse to wake up. They always think about whether there are more exquisite teaching aids and more dazzling technology to help students understand，but they don，t think that there is a mistake in the intention and design of the class. In fact，the original intention of “deep learning”is to guide students to actively participate in learning activities and obtain meaningful development. Corresponding to the teaching of Science in primary schools，teachers should give students more opportunities for practical experience，so that students can understand scientific concepts by them - selves in full and rich practical activities，rather than making boring articles on the difficulty，depth and breadth of concepts through reading，memorizing and reciting. According to my observation，there are many similar phenomena that front-line teachers misread "deep learning"，so we must treat many theories and ideas rationally in the conception and design stage of the class.

Good lessons are characterized by "efficient experiments ".

This is not difficult to understand，because of the characteristics of the discipline. According to the content requirements of teaching materials，teachers should prepare experimental instruments that meet the students，understanding level，appropriate economic cost and excellent experimental performance，so as to help students better understand scientific concepts. There should be efficient teaching activities related to the experiment in the classroom，such as the explanation of the experimental purpose，steps，methods and records before the experiment，the guidance of students，operation and records during the experiment，and the joint report，reflection and induction of teachers and students after the experiment. Teachers should also pay special attention to the scientific demonstration after the experiment to help students rise from concrete perceptual knowledge to abstract rational knowledge （scientific concept）.