“走教案”偏離了育人目標

李德強

課堂上的“走教案”指的是，教師按照課前設計好的教學流程亦步亦趨地上完整節課，當遇到超出設計范圍的教學事件時，依然我行我素，直至完成所有的教學預設環節。

“走教案”被批評的原因中比較一致且較為關鍵的一點，就是沒有充分關注到學生，沒有根據學情作出即時調整，沒有在課堂上以生為本、以學定教。然而，這樣的評判更多關注了課堂上的教學行為，卻沒有分析導致這些行為的背后原因。要從根本上使“走教案”演變成更能體現科學教育價值追求的教學過程，關鍵是弄清應該落實什么樣的教學設計，落實教學設計需要什么樣的科學教師。

許多教師的教學設計，大致包括教材分析、學情分析、教學目標、教學重難點、教學準備、教學過程以及板書等內容。有些教學設計的教學過程寫得很詳細，似乎課堂上的每一情景都能被預估出來，比如在某一環節學生可能講什么，教師應該如何回應等。但教學一旦展開，面對活生生的教學對象，課的走向也就不會盡如人意了，可是為什么“走教案”還能走下去呢？仔細觀察“走教案”的教學設計就會發現，既定的認知目標占據著教師的思維空間，教案更多的是在認知層面進行思考與設計。

事實上，以認知為目標的教學更能通過一步步的“問答”或者“環環相扣”呈現出來。上課時，無論教師的教還是學生的學，都以靠近并達到教案的預定安排為理想。于是，上課變成了執行教案的機械過程，碰到了“預設”的情形便直接搬出設計好的方案，出現了意料之外的情形，就“牽著學生的鼻子”走向預想的目標。表面看起來，教學目標達成了，學生卻變成了名副其實的配角，甚至是旁觀者。

很顯然，導致這樣“走教案”現象的關鍵在于對教學目標的局限性認識與落實上，科學教育除了認知目標以外，科學探究、科學態度、社會責任等素養都是重要的教學追求，教學中需要將學生置于真實的自然、社會環境中，促成真實而深度的合作建構學習，達成“人的成長”目標。改變認知目標以外的其他目標的從屬地位，使得它們構成一個完整、完美的教學目標，并不是一件簡單的事情，這需要教師深刻領悟科學課程的育人目標，并把它在課堂上轉化為教學行為。

有學者總結出了科學教師應該具備的基本能力，如課程的整合能力、教學組織能力、實驗能力、表達交流能力等。我們可以這樣認為，這些能力都是科學教師落實教學設計的必要的專業能力。但這些能力是怎樣形成的呢？絕大多數情況下，科學教師的教學專業能力都是在接受基礎的師范教育之后，依賴于后續的科學課堂情境發展起來的。這實際上道出了一個事實——科學教師的能力也是一個不斷“建構”的過程，在這個過程中，有的科學教師只關注規范能力，比如說怎樣去指導孩子們按照要求做完一個實驗，如何把孩子們在課堂上控制得井然有序等；有的科學教師會不斷發現在實踐中所出現的、超出已有能力范圍的新事件，認識到這樣實踐的存在并創造性地做出及時反應，使后面的事件發展更符合教學的需要。一般來講，前者能夠完成規定好的教學流程，是在“走教案”，后者才能適應富有生命活力的科學課堂。觀察眾多優秀的科學教師，我們就會發現，他們都是在這樣不斷的“反應”中，讓自己的課堂教學變得越來越睿智、淡定和藝術。

“Teaching plan”Deviates from the Goal of Education

LI Deqiang

中圖分類號：G424文獻標識碼：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".