科學課堂上，與尋找證據(jù)、訓練思維、提出解釋等環(huán)節(jié)相比，達成共識很容易被忽視，使教學缺乏深度。

達成共識通常是指通過協(xié)商取得一致意見。科學家在“做科學”的過程中，也會為自己的觀點提供充分的證據(jù)和解釋模型，并接受大家的質(zhì)疑與評價，在此基礎上再作出進一步的思考和研究，這實際上就是一個達成共識的科學活動。在科學研究的道路上，這樣的活動并不是單向、一次性的，而是不斷往復的。

從學生“做科學”的角度講，教學的意義不僅僅在于簡單地獲取結(jié)論，而是通過展開達成共識的過程，使學生有機會參與交流、質(zhì)疑、評價等活動，進而對科學是什么、科學探究是什么等有初步的認識。要想達到這樣的目的，就要對“達成共識”的教學路徑有清楚的認識，并以此為出發(fā)點來改進具體的教學。

達成共識是一個交流的過程，這和一般的漫無目的的聊天不太一樣，它需要探究者圍繞某個問題，提出自己的觀點，并依靠證據(jù)對自己的觀點進行闡釋，在他人的質(zhì)疑和評價中多次發(fā)表、完善自己的想法。可見，參與交流的學生都應該具備以下三個基本條件：要有自己的觀點;要有支撐自己觀點的證據(jù)，也就是用事實來證明觀點的合理性、正確性等;要能夠把自己的觀點、證據(jù)等聯(lián)系起來，通過一定的方式表達出來，讓聽者明白自己的觀點是什么，是如何證明這些觀點的。

這些條件實質(zhì)上對前置教學中教師應該幫助學生重點關(guān)注什么，以及如何展開學習提出了要求，其要義就是提出觀點并做好參與討論的準備，這也正是達成共識所必需的基礎。海森堡曾經(jīng)說：科學扎根于交流，起源于討論。作為創(chuàng)造性很強的科學活動，立足于交流的達成共識過程無疑是非常有教育價值的。

達成共識是一個不斷往復的過程。和許多教師習慣了的“點對點”獲得結(jié)論的方式不一樣，達成共識會在證據(jù)與解釋之間進行反復。也就是說，最后結(jié)論的得出，是大家在對前面的交流結(jié)果不斷修正的基礎上共同形成的。這一特點傳達出了三個基本要求：一是允許觀點存在不完整性、不準確性，但是要基于現(xiàn)有證據(jù)提出;二是可以通過不同的路徑來證明自己的觀點，但不能脫離研究的共同問題;三是在確證的前提下，他人的經(jīng)驗是可以為我所用的。概括地講，往復是不斷完善證據(jù)形成更加合理解釋的過程，這也就從一定的角度對課堂教學的活動形態(tài)提出了新的要求，點狀、線形以及異口同聲的言語狀態(tài)都不足以形成不斷往復的達成共識過程，教師需要創(chuàng)造一種充滿爭論，類似于“茶話會”的解決問題的課堂形態(tài)。

構(gòu)建達成共識的教學并不是簡單的事情，因為在我們所看到的許多課堂中，大都“頭重腳輕”，參與交流變成了走過場似的作秀，要么在獲取證據(jù)階段，其教學所指向的就是與結(jié)論一一對應的事實，幾乎沒有什么開放性可言，要么一旦學生講出與期望結(jié)論相關(guān)的答案，教師就馬上予以肯定，學生幾乎沒有再交流的可能。所以說，達成共識對科學的教學設計提出了很大的挑戰(zhàn)：教師不僅要在教學思想上真正看到達成共識對培育學生科學素養(yǎng)的作用，而且要把握“不斷往復”對獲取證據(jù)的能力、解釋證據(jù)的思維、參與交流的表達、回應質(zhì)疑的思辨的要求，并以此進行教學的轉(zhuǎn)變與改進。這樣，學生在課堂上所獲得的就遠遠不止那一點結(jié)論了。

李德強

人教鄂教版《科學》教材副主編

湖北省教育廳小學科學教學指導委員會副主任委員

湖北省宜昌市市管優(yōu)秀專家

Reaching a Consensus in Class

is not Easy

LI Deqiang

中圖分類號：G424??????????????? 文獻標識碼：A???????????????? DOI：10.16400/j.cnki.kjdkx.2021.02.004

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 science class， compared with the links of finding evidence， training thinking and putting forward explanation， reaching a consensus is easy to be ignored， which makes the teaching lack of depth.

Reaching a consensus usually means reaching a consensus through consultation. In the process of "doing science"， scientists will also provide sufficient evidence and explanation models for their own views， accept everyone's query and evaluation， and then make further thinking and Research on this basis. This is actually a scientific activity to reach a consensus. On the road of scientific research， such activities are not one-way， one-time， but constantly reciprocating.

From the perspective of "doing science" for students， the significance of teaching is not only to simply get conclusions， but also to make students have the opportunity to participate in communication， questioning， evaluation and other activities through the process of reaching consensus， so as to have a preliminary understanding of what science is and what scientific inquiry is. To achieve this goal， it is necessary to have a clear understanding of the "consensus" teaching path， and take it as a starting point to improve the specific teaching.

Reaching a consensus is a process of communication， which is different from the general aimless chat. It requires the explorers to put forward their own views around a certain problem， and interpret their own views by relying on evidence， and publish and improve their own ideas many times in the questioning and evaluation of others. It can be seen that students participating in communication should have the following three basic conditions： they should have their own views; they should have the evidence to support their views， that is， to prove the rationality and correctness of their views with facts; they should be able to connect their views and evidence， and express them in a certain way， so that the listeners can understand what their views are and how to prove them the point of view is correct.

In fact， these conditions put forward requirements for what teachers should help students focus on and how to carry out their study in front-end teaching. The essence of these conditions is to put forward ideas and be prepared to participate in the discussion， which is also the necessary basis for reaching a consensus. Heisenberg once said： science is rooted in communication and originates from discussion. As a highly creative scientific activity， the process of reaching consensus based on communication is undoubtedly of great educational value.

Reaching consensus is a process of constant repetition. Unlike many teachers' accustomed "point-to-point" approach to conclusions， consensus can be repeated between evidence and interpretation. That is to say， the final conclusion is formed by all on the basis of continuous correction of the previous results of communication. This characteristic conveys three basic requirements： one is to allow the view to be incomplete and inaccurate， but it should be put forward based on the existing evidence; the second is to prove his own viewpoint through different paths， but not to separate from the common problems of research; thirdly， the experience of others can be used for me before confirmation. Generally speaking， reciprocating is the process of constantly improving evidence formation and more reasonable explanation. This also puts forward new requirements for the activity form of classroom teaching from a certain angle. The point shape， line shape and the speech state of different voices are not enough to form a continuous and reciprocating consensus process. Teachers need to create a class full of controversy， similar to the "tea conference" to solve the problem.

The construction of consensus teaching is not a simple thing， because in many of the classrooms we have seen， most of them are "top heavy"， and participation in communication has become a show. Either in the stage of obtaining evidence， the teaching points to the facts corresponding to the conclusions one by one， and there is almost no openness， or once the students speak the answers related to the expected conclusions The teacher immediately affirmed the case， and the students could hardly communicate with each other. Therefore， reaching a consensus poses a great challenge to the teaching design of Science： teachers should not only see the role of reaching a consensus in the cultivation of students' scientific literacy， but also grasp the requirements of "constantly reciprocating" for the ability to obtain evidence， the thinking of explaining evidence， the expression of participating in communication， and the speculative response to questions， so as to carry out the transformation and reform of teaching In. In this way， students get more than that conclusion in class.