科学好课的几点共识

徐春建

中图分类号：G422文献标识码：CDOI：10.16400/j.cnki.kjdk.2021.36.003

上出好课，不仅是许多教师的工作需求，而且是优秀教师专业成长的必经之路。但凡经历过上出好课的教师，都能深深地感受到其中的辛劳和成长。怎样的课才算得上好课？不同的人有不同的解读，但仔细推敲，还是有一些基本共识的。

好课以“为学生而教”为根本。

你上了一节公开课，学校领导交口称赞，这就是好课吗？或者你得到了教研员、专家的赞赏，就是好课？我认为都不一定。大家要思考的是，课堂教学的目的是什么。如果你的课堂是为了作秀，那么你可以忽視学生的存在，而专心为领导或专家表演，因为他们的评价就是衡量你这节课是否为好课的标准。但如果你的课堂是真正为学生的发展而教，那学生是否在有限的教学时间内得到高效发展，就成为衡量这节课是否为好课的主要标准。

可惜的是，有不少教师在漫长的教学生涯中一直忽视这一点，往往“为领导而教”“为自己而教”，却始终没做到“为学生而教”。好课的最终评定者不应该是校长、教研员等“局外人”，而应该是参与课堂学习的学生。学生年龄尚小，无法清晰而准确地表达自己对教师课堂教学的反馈和建议，需要教师和专家从学生的立场来“模拟”学生得到的发展情况，并以此作为是否为好课的依据。

好课以“立意与设计”为灵魂。

课的立意与设计是非常重要的，它是课的灵魂。一节课有好的立意与设计，即使教师在执行中有少许偏差，大家听后还是会回味无穷;如果一节课没有独到的立意与设计，仅有花哨的炫技和精彩的表演，听课者最多赞赏一时，随之而来的可能是轻视甚至是鄙视。好课的立意与设计是非常难的，既要符合学生的认知特点，又要体现本学科的最新研究动态，这对课的设计者的教研能力及理论水平提出了相当高的要求。

考虑到一线教师长期处于忙碌状态、缺乏系统理论学习的现实，我建议一线教师在课的立意与设计阶段，最好向教研员或资深教师求教，大家一起共同“研磨”课的立意与设计，自觉在“研磨”过程中摒弃诸多诱惑和挑战，保持清醒和定力。

例如，面对各种新的教学理论及理念，很多教师限于精力，往往对其一知半解，甚至产生了误读。如有的教师对“深度学习”的理解就是要把课文中的科学概念教得更难、更深、更多，所以他们的教学立意和课堂设计就是在知识的难度、深度、广度上层层加码。当教学中学生无法满足教学要求时，这些教师却不肯醒悟，总是想着有没有更精妙的教具、更炫技的技术帮助学生理解，却没有想到是课的立意与设计出了差错。实际上，“深度学习”的本意是引导学生全身心积极参与到学习活动之中，获得有意义的发展。对应到小学科学的教学，教师应该给予学生更多的实践体验机会，让学生在充分而丰富的实践活动中自行体悟科学概念，而不是通过读、记、背在概念的难度、深度、广度上做无聊的文章。据我的观察，类似一线教师对“深度学习”误读的现象还有不少，所以在课的立意与设计阶段，务必理性看待诸多理论及理念。

好课以“高效的实验”为特征。

这一点不难理解，是学科特点使然。教师要根据教材内容要求，准备好契合学生认识水平、经济成本适宜、实验性能优异的实验器具，帮助学生更好地理解科学概念。课堂要有高效的与实验相关的教学活动，如实验前对实验目的、步骤、方法、记录的讲解，实验中对学生操作、记录的指导，实验后师生共同的汇报、反思、归纳等。教师还要尤其重视实验后的科学论证，帮助学生从具象的感性认识上升到抽象的理性认识（科学概念）。

Some Consensus on Good Science Class

XU Chunjian

中图分类号：G422

文献标识码：C

DOI：10.16400/j.cnki.kjdk.2021.36.003

XU Chunjian

“131”Talent of Hangzhou Municipal People's Government

Primary School Science Teaching and Research Member of Hangzhou Basic Education Research Office Core Member of the Textbook Compilation Group of Science of Education and Science Edition

Giving a good class is not only the work demand of many teachers，but also the only way for the professional growth of excellent teachers. Any teacher who has experienced a good class can deeply feel the hardship and growth. What kind of class is a good class？ Different people have different interpretations，but after careful deliberation，there is still some basic consensus.

Good lessons are based on “teaching for students”.

You had an open class and the school leaders praised you. Is this a good class？ Or do you get the appreciation of teaching researchers and experts，which is a good class？ I don，t think so. What we should think about is what is the purpose of classroom teaching. If your class is for show，you can ignore the existence of students and concentrate on performing for leaders or experts，because their evaluation is the standard to measure whether your class is a good class. However，if your class is really taught for the development of students，whether students get efficient development in limited teaching time has become the main standard to measure whether this clas s is a good class.

Unfortunately，many teachers have ignored this point in their long teaching career. They often “teach for leadership”and“teach for themselves”，but they have never achieved “teach for students”. The final evaluator of a good class should not be “outsiders”such as principals and teaching researchers，but students participating in classroom learning. Students are still young and cannot clearly and accurately express their feedback and suggestions on Teachers，classroom teaching. Teachers and experts need to “simulate”the development of students from the standpoint of students，and take it as the basisfor whether it is a good class.

Good lessons take “intention and design”as the soul.

The conception and design of the course is very important. It is the soul of the course. A class has good intention and design. Even if the teacher has a little deviation in the implementation，everyone will still have endless aftertaste after listening to it;If a class has no original intention and design，only fancy skills and wonderful performances，the listeners will appreciate it for a while at most，and then they may despise or even despise it. The intention and design of a good course is very difficult. It should not only meet the cognitive characteristics of students，but also reflect the latest research trends of the subject，which puts forward quite high requirements for the teaching and research ability and theoretical level of the course designer.

Considering the fact that front-line teachers have been busy for a long time and lack of systematic theoretical learning，I suggest that front-line teachers should seek advice from teaching researchers or senior teachers in the conception and design stage of the course，so as to jointly “grind”the conception and design of the course，consciously abandon many temptations and challenges in the process of “grinding”and maintain soberness and concentration.

For example，in the face of various new teaching theories and ideas，many teachers are limited to their energy，often have a little knowledge of them，and even misread them. For example，some teachers，understanding of “deep learning”is to teach the scientific concepts in the text more difficult，deeper and more，so their teaching intention and classroom design is to add weight to the upper level of the difficulty，depth and breadth of knowledge. When middle school students can't meet the teaching requirements，these teachers refuse to wake up. They always think about whether there are more exquisite teaching aids and more dazzling technology to help students understand，but they don，t think that there is a mistake in the intention and design of the class. In fact，the original intention of “deep learning”is to guide students to actively participate in learning activities and obtain meaningful development. Corresponding to the teaching of Science in primary schools，teachers should give students more opportunities for practical experience，so that students can understand scientific concepts by them - selves in full and rich practical activities，rather than making boring articles on the difficulty，depth and breadth of concepts through reading，memorizing and reciting. According to my observation，there are many similar phenomena that front-line teachers misread "deep learning"，so we must treat many theories and ideas rationally in the conception and design stage of the class.

Good lessons are characterized by "efficient experiments ".

This is not difficult to understand，because of the characteristics of the discipline. According to the content requirements of teaching materials，teachers should prepare experimental instruments that meet the students，understanding level，appropriate economic cost and excellent experimental performance，so as to help students better understand scientific concepts. There should be efficient teaching activities related to the experiment in the classroom，such as the explanation of the experimental purpose，steps，methods and records before the experiment，the guidance of students，operation and records during the experiment，and the joint report，reflection and induction of teachers and students after the experiment. Teachers should also pay special attention to the scientific demonstration after the experiment to help students rise from concrete perceptual knowledge to abstract rational knowledge （scientific concept）.