教師放手要有方、有度

李德強

中圖分類號：G422文獻標識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.002

多年以前，在自然課改革的研究中，劉默耕老師曾經打過一個十分形象的比方，科學學習就如同過河，有多種方法：可以是坐一條船過河，可以是教師先造好橋，讓學生排著隊，喊著“1—2—1”整齊地走過去，也可以是教師把學生抱或者背過去。

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

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，學生在摸索中學習，具有明顯的自主學習意識。不過，在實施“造橋”教學時，有老師只要徹底放手，讓學生自己“摸爬滾打”，就會出現“亂糟糟”的課堂景象，教學效果不盡如人意?？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，以下三個方面是至關重要的：

首先，需要堅守兒童立場。

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的認知渠道和方法，具有很強的可塑性，“沒有確定，沒有完成，沒有成熟”便是其成長的特征。堅守兒童立場，要認識這些特征，把握與之相關的語言、行為、思維等系列表現，更要從思想深處認同這些表現的正常性和合理性。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，繼而找到改進教學的路徑和方式。

其次，需要堅持素養導向。

隨著學科核心素養的提出，學科教學迎來了“素養立意”時代?；氐角懊孢^河的例子，展開想象，就會看到這樣的場景：當學生在找尋石塊向教師靠近的過程中，有的可能會掉進水里，有的可能會迷失方向，有的可能會向同伴求助，有的可能會效仿別人的做法……在如此豐富的實踐中，學生能學會什么呢？認真、自律和尊重的態度以及觀察、思考和表達的能力等，這些不正是素養中最為核心的部分嗎？問題是，在實際的課堂教學中，教師能否如過河般地去引導學生向目標進發？因為這需要教師認識并理解素養對學生一生發展的重大意義，而不是只關注眼前的分數和“績效”。導向變了，課堂教學的形態也自然變了。

其三，需要著眼長遠發展。

真正的學習是應該發生在學生身上的，但學生的學習一定是循序漸進的。有人講“教育是慢的藝術”，其精髓就是教學必須從長遠的角度考慮培育和發展的可能性，這就是著眼長遠發展。慢并不代表著隨意生長，而是一種向著目標的“日積月累”。

馬丁·卡普魯斯認為，兒童能學習什么，不僅取決于他的智力水平，也取決于課程的組織和教法。著眼長遠發展，我們就能看到，在科學教學中，從扶著學生找尋答案到引導學生自己提出問題并“揭開謎底”，就是一個著眼長遠的過程。其間，學生從不會到會，從膽怯到勇敢，從模仿到創新，許多都在變，不變的就是教師對學生始終如一的信任、再信任以及對目標的共同追尋。支撐這一切的，就是教師對學生的成長有信心，并且堅信他們在科學實踐中不斷磨煉出素養是需要時間的，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

文獻標識碼：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 “literacy 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.