李德強(qiáng)

課堂上的“走教案”指的是，教師按照課前設(shè)計(jì)好的教學(xué)流程亦步亦趨地上完整節(jié)課，當(dāng)遇到超出設(shè)計(jì)范圍的教學(xué)事件時(shí)，依然我行我素，直至完成所有的教學(xué)預(yù)設(shè)環(huán)節(jié)。

“走教案”被批評(píng)的原因中比較一致且較為關(guān)鍵的一點(diǎn)，就是沒(méi)有充分關(guān)注到學(xué)生，沒(méi)有根據(jù)學(xué)情作出即時(shí)調(diào)整，沒(méi)有在課堂上以生為本、以學(xué)定教。然而，這樣的評(píng)判更多關(guān)注了課堂上的教學(xué)行為，卻沒(méi)有分析導(dǎo)致這些行為的背后原因。要從根本上使“走教案”演變成更能體現(xiàn)科學(xué)教育價(jià)值追求的教學(xué)過(guò)程，關(guān)鍵是弄清應(yīng)該落實(shí)什么樣的教學(xué)設(shè)計(jì)，落實(shí)教學(xué)設(shè)計(jì)需要什么樣的科學(xué)教師。

許多教師的教學(xué)設(shè)計(jì)，大致包括教材分析、學(xué)情分析、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教學(xué)準(zhǔn)備、教學(xué)過(guò)程以及板書等內(nèi)容。有些教學(xué)設(shè)計(jì)的教學(xué)過(guò)程寫得很詳細(xì)，似乎課堂上的每一情景都能被預(yù)估出來(lái)，比如在某一環(huán)節(jié)學(xué)生可能講什么，教師應(yīng)該如何回應(yīng)等。但教學(xué)一旦展開，面對(duì)活生生的教學(xué)對(duì)象，課的走向也就不會(huì)盡如人意了，可是為什么“走教案”還能走下去呢？仔細(xì)觀察“走教案”的教學(xué)設(shè)計(jì)就會(huì)發(fā)現(xiàn)，既定的認(rèn)知目標(biāo)占據(jù)著教師的思維空間，教案更多的是在認(rèn)知層面進(jìn)行思考與設(shè)計(jì)。

事實(shí)上，以認(rèn)知為目標(biāo)的教學(xué)更能通過(guò)一步步的“問(wèn)答”或者“環(huán)環(huán)相扣”呈現(xiàn)出來(lái)。上課時(shí)，無(wú)論教師的教還是學(xué)生的學(xué)，都以靠近并達(dá)到教案的預(yù)定安排為理想。于是，上課變成了執(zhí)行教案的機(jī)械過(guò)程，碰到了“預(yù)設(shè)”的情形便直接搬出設(shè)計(jì)好的方案，出現(xiàn)了意料之外的情形，就“牽著學(xué)生的鼻子”走向預(yù)想的目標(biāo)。表面看起來(lái)，教學(xué)目標(biāo)達(dá)成了，學(xué)生卻變成了名副其實(shí)的配角，甚至是旁觀者。

很顯然，導(dǎo)致這樣“走教案”現(xiàn)象的關(guān)鍵在于對(duì)教學(xué)目標(biāo)的局限性認(rèn)識(shí)與落實(shí)上，科學(xué)教育除了認(rèn)知目標(biāo)以外，科學(xué)探究、科學(xué)態(tài)度、社會(huì)責(zé)任等素養(yǎng)都是重要的教學(xué)追求，教學(xué)中需要將學(xué)生置于真實(shí)的自然、社會(huì)環(huán)境中，促成真實(shí)而深度的合作建構(gòu)學(xué)習(xí)，達(dá)成“人的成長(zhǎng)”目標(biāo)。改變認(rèn)知目標(biāo)以外的其他目標(biāo)的從屬地位，使得它們構(gòu)成一個(gè)完整、完美的教學(xué)目標(biāo)，并不是一件簡(jiǎn)單的事情，這需要教師深刻領(lǐng)悟科學(xué)課程的育人目標(biāo)，并把它在課堂上轉(zhuǎn)化為教學(xué)行為。

有學(xué)者總結(jié)出了科學(xué)教師應(yīng)該具備的基本能力，如課程的整合能力、教學(xué)組織能力、實(shí)驗(yàn)?zāi)芰?、表達(dá)交流能力等。我們可以這樣認(rèn)為，這些能力都是科學(xué)教師落實(shí)教學(xué)設(shè)計(jì)的必要的專業(yè)能力。但這些能力是怎樣形成的呢？絕大多數(shù)情況下，科學(xué)教師的教學(xué)專業(yè)能力都是在接受基礎(chǔ)的師范教育之后，依賴于后續(xù)的科學(xué)課堂情境發(fā)展起來(lái)的。這實(shí)際上道出了一個(gè)事實(shí)——科學(xué)教師的能力也是一個(gè)不斷“建構(gòu)”的過(guò)程，在這個(gè)過(guò)程中，有的科學(xué)教師只關(guān)注規(guī)范能力，比如說(shuō)怎樣去指導(dǎo)孩子們按照要求做完一個(gè)實(shí)驗(yàn)，如何把孩子們?cè)谡n堂上控制得井然有序等；有的科學(xué)教師會(huì)不斷發(fā)現(xiàn)在實(shí)踐中所出現(xiàn)的、超出已有能力范圍的新事件，認(rèn)識(shí)到這樣實(shí)踐的存在并創(chuàng)造性地做出及時(shí)反應(yīng)，使后面的事件發(fā)展更符合教學(xué)的需要。一般來(lái)講，前者能夠完成規(guī)定好的教學(xué)流程，是在“走教案”，后者才能適應(yīng)富有生命活力的科學(xué)課堂。觀察眾多優(yōu)秀的科學(xué)教師，我們就會(huì)發(fā)現(xiàn)，他們都是在這樣不斷的“反應(yīng)”中，讓自己的課堂教學(xué)變得越來(lái)越睿智、淡定和藝術(shù)。

“Teaching plan”Deviates from the Goal of Education

LI Deqiang

中圖分類號(hào)：G424文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2021.18.003

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

The "teaching plan" in the classroom refers to that teachers follow the teaching process designed be？ fore class to complete the class step by step. When theyencounterteachingeventsbeyondthedesign scope， they still go their own way until all the teach？ ing preset links are completed.

One of the more consistent and crucial reasons for the criticism of "teaching plan" is that it did not pay enough attention to students， did not make imme？ diate adjustment according to the learning situation， anddidnottakestudentsasthefoundationand teach according to learning in class. However， this kind of judgment pays more attention to the class？ room teaching behavior， but does not analyze the rea？ sons behind these behaviors. In order to make the"teaching plan" evolve into a teaching process that can better reflect the value pursuit of science educa？ tion， the key is to make clear what kind of teaching design should be implemented and what kind of sci？ ence teachers are needed to implement the teaching design.

The teaching design of many teachers includes teaching material analysis， learning situation analysis， teachingobjectives，teachingdifficulties，teaching preparation， teaching process and blackboard writing. The teaching process of some instructional design is very detailed. It seems that every scene in the class？ room can be predicted， such as what students may say in a certain link and how teachers should re？ spond. But once the teaching is launched， in the face of the living teaching object， the trend of the class will not be satisfactory， but why can "teaching plan" go on？ Careful observation of the teaching de？ sign of "teaching plan" will find that the established cognitive goals occupy the teachers’ thinking space， and the teaching plan is more in the cognitive level of thinking and design.

In fact， the teaching of cognition can be present？ ed step by step through "question and answer" or"interlocking". In class， whether teachers teach or stu？ dents learn， it is ideal to be close to and achieve the predetermined arrangement of the teaching plan.As a result， class has become a mechanical process of carrying out the teaching plan. When it comes to the "preset" situation， it directly moves out of the de？ signed plan. When it comes to unexpected situations， it "leads the students by the nose" to the expected goal. On the surface， it seems that the teaching goal has been achieved， but the students have become re？ al supporting roles， even bystanders.

Obviously， the key to this phenomenon lies in the understanding and implementation of the limita？ tions of teaching objectives. In addition to cognitive objectives， scientific inquiry， scientific attitude， social responsibility and other qualities are important teach？ ing pursuits in science education. In teaching， stu？ dents need to be placed in a real natural and social environmenttopromoterealanddeepcooperative constructivelearning，achievethegoalof"human growth". It is not a simple thing to change the subor？ dinate status of other goals besides cognitive goals and make them form a complete and perfect teaching goal， whichrequiresteacherstodeeplyunderstand the educational goal of science curriculum and turn it into teaching behavior in the classroom.

Some scholars have summed up the basic abili？ ties that science teachers should have， such as curric？ ulum integration ability， teaching organization ability， experimentalability，expressionandcommunication ability， etc. We can think that these abilities are nec？ essary professional abilities for science teachers to im？ plement instructional design. But how do these capa？ bilities come into being？ In most cases， the teaching professional ability of science teachers is developed after receiving basic normal education and relying on thefollow-upscienceclassroomsituation.Infact， this shows a fact that the ability of science teachers isalsoaprocessofcontinuous"construction".In this process， some science teachers only focus on nor？ mative ability， such as how to guide children to com？ plete an experiment according to requirements， how tocontrol childreninorder inclass， andsoon； Somescienceteacherswillconstantlyfindnew events in practice that are beyond the scope of their existing ability， recognize the existence of such prac？ tice and creatively respond in time， so as to make the development of the following events more in line with the needs of teaching. Generally speaking， the former is able to complete the prescribed teaching process，isinthe"teachingplan"，thelattercan adapt to the vitality of the science classroom. If we observe many excellent science teachers， we will find that they make their classroomteaching more and more intelligent， calm and artistic in such constant"reaction".