教師放手要有方、有度

李德強(qiáng)

中圖分類號：G422文獻(xiàn)標(biāo)識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.002

多年以前，在自然課改革的研究中，劉默耕老師曾經(jīng)打過一個(gè)十分形象的比方，科學(xué)學(xué)習(xí)就如同過河，有多種方法：可以是坐一條船過河，可以是教師先造好橋，讓學(xué)生排著隊(duì)，喊著“1—2—1”整齊地走過去，也可以是教師把學(xué)生抱或者背過去。

還有一種方法，學(xué)生撿河里的大小石塊墊腳，自己過河。教師站在河對岸引領(lǐng)，學(xué)生的方向始終朝著目標(biāo)。即使有學(xué)生落水了也不要緊，只要伸手拉一把、扶一把，那個(gè)學(xué)生就會(huì)跟上大部隊(duì)。

前者可以稱為“過橋”，重在以扶為主，后者可以稱為“造橋”，是以放為主，學(xué)生在摸索中學(xué)習(xí)，具有明顯的自主學(xué)習(xí)意識。不過，在實(shí)施“造橋”教學(xué)時(shí)，有老師只要徹底放手，讓學(xué)生自己“摸爬滾打”，就會(huì)出現(xiàn)“亂糟糟”的課堂景象，教學(xué)效果不盡如人意?？梢姡幢闶墙處煼攀?，也要綜合考量，放得有方，放得有度。具體來講，以下三個(gè)方面是至關(guān)重要的：

首先，需要堅(jiān)守兒童立場。

兒童正處在成長階段，他們對自然界中萬事萬物都充滿好奇但又缺乏科學(xué)的認(rèn)知渠道和方法，具有很強(qiáng)的可塑性，“沒有確定，沒有完成，沒有成熟”便是其成長的特征。堅(jiān)守兒童立場，要認(rèn)識這些特征，把握與之相關(guān)的語言、行為、思維等系列表現(xiàn)，更要從思想深處認(rèn)同這些表現(xiàn)的正常性和合理性。唯有如此，教師對兒童的諸多“越界”行為才能理解、包容、有效引導(dǎo)，繼而找到改進(jìn)教學(xué)的路徑和方式。

其次，需要堅(jiān)持素養(yǎng)導(dǎo)向。

隨著學(xué)科核心素養(yǎng)的提出，學(xué)科教學(xué)迎來了“素養(yǎng)立意”時(shí)代?；氐角懊孢^河的例子，展開想象，就會(huì)看到這樣的場景：當(dāng)學(xué)生在找尋石塊向教師靠近的過程中，有的可能會(huì)掉進(jìn)水里，有的可能會(huì)迷失方向，有的可能會(huì)向同伴求助，有的可能會(huì)效仿別人的做法……在如此豐富的實(shí)踐中，學(xué)生能學(xué)會(huì)什么呢？認(rèn)真、自律和尊重的態(tài)度以及觀察、思考和表達(dá)的能力等，這些不正是素養(yǎng)中最為核心的部分嗎？問題是，在實(shí)際的課堂教學(xué)中，教師能否如過河般地去引導(dǎo)學(xué)生向目標(biāo)進(jìn)發(fā)？因?yàn)檫@需要教師認(rèn)識并理解素養(yǎng)對學(xué)生一生發(fā)展的重大意義，而不是只關(guān)注眼前的分?jǐn)?shù)和“績效”。導(dǎo)向變了，課堂教學(xué)的形態(tài)也自然變了。

其三，需要著眼長遠(yuǎn)發(fā)展。

真正的學(xué)習(xí)是應(yīng)該發(fā)生在學(xué)生身上的，但學(xué)生的學(xué)習(xí)一定是循序漸進(jìn)的。有人講“教育是慢的藝術(shù)”，其精髓就是教學(xué)必須從長遠(yuǎn)的角度考慮培育和發(fā)展的可能性，這就是著眼長遠(yuǎn)發(fā)展。慢并不代表著隨意生長，而是一種向著目標(biāo)的“日積月累”。

馬丁·卡普魯斯認(rèn)為，兒童能學(xué)習(xí)什么，不僅取決于他的智力水平，也取決于課程的組織和教法。著眼長遠(yuǎn)發(fā)展，我們就能看到，在科學(xué)教學(xué)中，從扶著學(xué)生找尋答案到引導(dǎo)學(xué)生自己提出問題并“揭開謎底”，就是一個(gè)著眼長遠(yuǎn)的過程。其間，學(xué)生從不會(huì)到會(huì)，從膽怯到勇敢，從模仿到創(chuàng)新，許多都在變，不變的就是教師對學(xué)生始終如一的信任、再信任以及對目標(biāo)的共同追尋。支撐這一切的，就是教師對學(xué)生的成長有信心，并且堅(jiān)信他們在科學(xué)實(shí)踐中不斷磨煉出素養(yǎng)是需要時(shí)間的，是需要耐心等待的。

Teachers should Let Go in Correct Method and Moderate Way

LI Deqiang

中圖分類號：G422

文獻(xiàn)標(biāo)識碼：C

DOI：10.16400/j.cnki.kjdk.2021.36.002

LI Deqiang

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

Member of the Teaching Guidance Committee of Basic Education of the Ministry of Education （Science）

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

Many years ago，in the study of science curriculum reform，Mr. Liu Mogeng once made a very vivid example. Scientific learning is like crossing a river. There are many ways：it can be to take a boat to cross the river，it can be the teacher who builds a bridge first，let the students line up and walk past neatly shouting “1-2-1”，or it can be the teacher who holds the students or carries them on his back.

There is another way，students pick up the size of stones in the river to pad their feet and cross the river by themselves. The teacher stands on the other side of the river to lead the students，and the direction is always towards the goal. Even if a student falls into the water，it doesnt matter. As long as he reaches out and holds it，the student will keep up with the big army.

The former can be called “crossing the bridge”，which focuses on helping，while the latter can be called “building the bridge”，which focuses on letting go. Students learn in exploration and have an obvious sense of autonomous learning. However，when implementing the “bridge building”teaching，as long as some teachers completely let go and let the students “climb and roll”，there will be a “chaotic”classroom scene，and the teaching effect is not satisfactory . It can be seen that even if teachers let go，they should consider it comprehensively，put it properly and appropriately. Specifically，the following three aspects are crucial：

First，we need to stick to the position of children.

Children are in the growth stage. They are full of curiosity about everything in nature，but lack scientific cognitive channels and methods. They havestrong plasticity. The characteristics of their growth are “no determination，no completion and no maturity”. To stick to the position of children，we should understand these characteristics，grasp a series of related expressions such as language，behavior and thinking，and recognize the normality and rationality of these expressions from the depths of our thoughts. Only in this way can teachers understand，tolerate and effectively guide many “cross-border”behaviors of children，and then find ways and means to im - prove teaching.

Secondly，we need to adhere to the quality orientation.

With the proposal of subject core literacy，subject teaching has ushered in the era of “l(fā)iteracy intention”. Go back to the previous example of crossing the river and expand your imagination. You will see such a scene：when students are looking for stones to approach teachers，some may fall into the water，some may lose their way，some may ask their peers for help，and some may follow others，methods... What can students learn in such rich practice？ The attitude of seriousness，self-discipline and respect，as well as the ability to observe，think and express，are not these the most core parts of literacy？ The question is，in the actual classroom teaching，can teachers guide students to the goal like a river，because this requires teachers to recognize and understand the great significance of literacy to students，life development，rather than focusing on the immediate scores and “performance”. With the change of orientation，the form of classroom teaching has naturally changed.

Third，we need to focus on long-term development.

Real learning should happen to students，but students，learning must be gradual. Some people say that “education is a slow art”，and its essence is that teaching must consider the possibility of cultivation and development from a long-term perspective，which is to focus on long-term development. Slow does not mean random growth，but an "accumulation " towards the goal.

Martin Kaplus believes that what a child can learn depends not only on his intellectual level，but also on the organization and teaching method of the curriculum. With long-term development，we can see that in science teaching，it is a long-term process from helping students find answers to guiding students to ask questions and "uncover the answers". During this period，students never come to the meeting，from timidity to courage，from imitation to innovation，many are changing. What remains unchanged is teachers，consistent trust，re trust and common pursuit of goals. What supports all this is that teachers have confidence in the growth of students and firmly believe that it takes time and patience for them to constantly hone their literacy in scientific practice.