喻伯軍

在科學(xué)課程的實(shí)施中，培養(yǎng)學(xué)生的探究實(shí)踐能力，是一個(gè)重要目標(biāo)，也是科學(xué)課的重要特點(diǎn)之一。要培養(yǎng)學(xué)生的探究能力和實(shí)踐能力，就需要讓學(xué)生有充分的時(shí)間和空間，親自進(jìn)行探究活動(dòng)和實(shí)踐活動(dòng)，這已經(jīng)成為科學(xué)課的方向，在實(shí)際教學(xué)中許多地區(qū)已經(jīng)實(shí)施得很好了。

實(shí)踐中我們發(fā)現(xiàn)，教師自身的探究實(shí)踐能力，會(huì)影響學(xué)生的學(xué)習(xí)興趣和能力水平。一位優(yōu)秀的科學(xué)教師，不僅要有廣博的科學(xué)知識(shí)和對(duì)科學(xué)深刻的理解，而且要有較強(qiáng)的探究實(shí)踐能力，這樣能更好地開(kāi)展科學(xué)教學(xué)，鼓勵(lì)和引導(dǎo)學(xué)生學(xué)好科學(xué)。科學(xué)教師的探究實(shí)踐能力主要包含科學(xué)探究能力、動(dòng)手制作能力、信息技術(shù)的應(yīng)用能力等。

科學(xué)探究能力，源于人類(lèi)對(duì)自然現(xiàn)象的好奇心和求知欲?？茖W(xué)教師要有好奇心和求知欲，保持對(duì)周?chē)澜绲奶骄坑?，能自覺(jué)地進(jìn)行探究活動(dòng)。如發(fā)現(xiàn)一個(gè)蟲(chóng)子，想知道它的名字和生活習(xí)性，與人類(lèi)的關(guān)系；看到一種野花，會(huì)觀察周?chē)沫h(huán)境，探索植物的生存情況；看到某種現(xiàn)象，不會(huì)隨便地下結(jié)論，而是通過(guò)觀察和實(shí)驗(yàn)，探索出其中的原因等。教師的探究行為，會(huì)潛移默化地影響學(xué)生的日常學(xué)習(xí)，在不知不覺(jué)的行為之中體現(xiàn)榜樣的力量。在教學(xué)中，科學(xué)教師應(yīng)該放下身段，跟學(xué)生一起進(jìn)行觀察和實(shí)驗(yàn)，一起進(jìn)行探究活動(dòng)。我們一直提倡科學(xué)教師在備課的時(shí)候要“先做教材上的觀察實(shí)驗(yàn)活動(dòng)”，模仿學(xué)生的認(rèn)知和動(dòng)手水平，進(jìn)行探究體驗(yàn)。這相當(dāng)于語(yǔ)文教師寫(xiě)下水作文，數(shù)學(xué)教師解數(shù)學(xué)難題，音樂(lè)教師練習(xí)樂(lè)曲，體育教師訓(xùn)練技能一樣，不同學(xué)科的備課要把握學(xué)科特點(diǎn)。只有這樣，教師才會(huì)更好地理解學(xué)生的學(xué)習(xí)情況，掌握學(xué)習(xí)的重點(diǎn)，把握教學(xué)的難點(diǎn)，做到有的放矢，提高課堂教學(xué)效率。

動(dòng)手制作能力指科學(xué)教師不但要會(huì)使用儀器室的所有器材，還要會(huì)自己制作一些簡(jiǎn)單的教學(xué)器材。教學(xué)具的制作更能體現(xiàn)出教師的動(dòng)手能力、解決問(wèn)題的能力和創(chuàng)新精神，同時(shí)也能體現(xiàn)出教師對(duì)教材的理解和把握程度，對(duì)實(shí)際問(wèn)題的解決策略和手段運(yùn)用，反映出教師的科學(xué)素養(yǎng)。親自動(dòng)手制作教學(xué)具，不僅可以鍛煉教師的動(dòng)手能力，而且是培養(yǎng)實(shí)踐創(chuàng)新的重要途徑。小學(xué)生的創(chuàng)新能力，最容易在動(dòng)手實(shí)踐中培養(yǎng)。在制作一個(gè)作品時(shí)，學(xué)生要解決一些具體的困難，這個(gè)過(guò)程是培養(yǎng)學(xué)生興趣、毅力和獲得成就感的過(guò)程，更是形成創(chuàng)新意識(shí)、培養(yǎng)創(chuàng)新能力的過(guò)程。

信息技術(shù)的應(yīng)用能力指科學(xué)教師教學(xué)時(shí)，要具備遴選、運(yùn)用以得到廣泛的教育資源支持的能力。應(yīng)用信息技術(shù)進(jìn)行教學(xué)，能進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)興趣，能為學(xué)生提供更多更高質(zhì)量的科學(xué)信息，能針對(duì)學(xué)生學(xué)習(xí)能力的差異調(diào)整教學(xué)進(jìn)度，提高學(xué)習(xí)效率，能培養(yǎng)學(xué)生主動(dòng)學(xué)習(xí)的能力，為終身教育打基礎(chǔ)。信息技術(shù)應(yīng)用于課堂教學(xué)，是當(dāng)今時(shí)代發(fā)展的特點(diǎn)之一，在一切有條件的地方，應(yīng)該盡可能地運(yùn)用信息技術(shù)，如各種音像資源、計(jì)算機(jī)軟件、網(wǎng)絡(luò)等?？茖W(xué)教師應(yīng)努力學(xué)習(xí)信息技術(shù)并應(yīng)用于教學(xué)實(shí)踐，如PPT的制作、動(dòng)畫(huà)制作、微課和短視頻制作、白板的使用、AI技術(shù)使用等，這也是科學(xué)教師與時(shí)俱進(jìn)的表現(xiàn)。優(yōu)秀的科學(xué)教師會(huì)不斷探索，把最新的信息技術(shù)有機(jī)地應(yīng)用于自己的教學(xué)實(shí)踐中，把信息技術(shù)與科學(xué)教學(xué)進(jìn)行深度融合，提高教學(xué)質(zhì)量。

Teachers Should Improve their Inquiry and Practice Ability

YU Bojun

中圖分類(lèi)號(hào)：G424文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2021.30.003

YU Bojun

Deputy Director of Zhejiang Provincial Teaching and Research Office

Primary School Science Teacher

Core Member of Science Curriculum Standard Revision Group of Ministry of Education

In the implementation of science curriculum， cul？ tivating students’ inquiry and practice ability is not only an important goal， but also one of the important characteristics of science curriculum. To cultivate stu？ dents’ inquiry and practical ability， we need to give students sufficient time and space to carry out inqui？ ry and practical activities in person， which has be？ come the direction of science course and has been well implemented in many areas in practical teaching.

In practice， we find that teachers’ own inquiry practice ability will affect students’ learning interest and ability level. An excellent science teacher should not only have extensive scientific knowledge and pro？ found understanding of science， but also have strong exploration and practice ability， so as to better carry out science teaching and encourage and guide stu？ dents to learn science well. The inquiry practice abili？ ty of science teachers mainly includes scientific inqui？ ryability，hands-onproductionability，information technology application ability and so on.

Scientific inquiry ability stems from human curi？ osity and thirst for knowledge of natural phenomena. Science teachers should have curiosity and thirst for knowledge， maintain the desire to explore the sur？ rounding world， and consciously carry out exploration activities. If you find an insect， you want to know its name， living habits and its relationship with human beings； When you see a wild flower， you will ob？ servethesurroundingenvironment andexplorethe survival of plants； When you see a certain phenome？ non， you will not draw a conclusion casually， but ex？ plore the reasons through observation and experiment. Teachers’inquirybehaviorwillimperceptiblyaffect students’ daily learning and reflect the power of ex？ ample in their imperceptible behavior. In teaching， science teachers should put down their posture， ob？ serve and experiment with students， and carry out in？ quiry activities together. We have always advocated that science teachers should "do the observation and experiment activities on the teaching materials first" whenpreparinglessons，imitatestudents’cognition and practical level， and carry out inquiry experience.This is equivalent to Chinese teachers writing water compositions， mathematics teachers solving mathemati？ cal problems， music teachers practicing music， and physical education teachers training skills. We should grasp the characteristics of different disciplines in les？ son preparation. Only in this way can teachers better understandthestudents’learningsituation，master the key points of learning， grasp the difficulties of teaching， aim at the target and improve the efficien？ cy of classroom teaching.

Hands on production ability means that science teachers should not only be able to use all the equip？ ment in the instrument room， but also make some simple teaching equipment by themselves. The produc？ tion of teaching aids can better reflect teachers’ prac？ ticalability，problem-solvingabilityandinnovative spirit. At the same time， it can also reflect teachers’ understandingandgraspofteachingmaterials，the useofpracticalproblem-solvingstrategiesand means， and reflect teachers’ scientific literacy. Mak？ ingteachingaidsbyhandcannotonlyexercise teachers’ practical ability， but also an important way to cultivate practical innovation. The innovation abili？ ty of primary school students is most easily cultivat？ ed in hands-on practice. When making a work， stu？ dents should solve some specific difficulties. This pro？ cess is not only the process of cultivating students’ interest， perseverance and sense of achievement， but also the process of forming innovative consciousness and cultivating innovative ability.

The application ability of information technology means that science teachers should have the ability to select and use to get the support of extensive edu？ cational resources. The application of information tech？ nology in teaching can further stimulate students’ in？ terest in learning， provide students with more and higher quality scientific information， adjust teaching progressaccordingtothedifferencesofstudents’ learning ability， improve learning efficiency， cultivate students’ ability of active learning and lay the founda？ tion for lifelong education. The application of informa？ tion technology in classroom teaching is one of the characteristics of the development of today’s era. In allplaceswithconditions，informationtechnology should be used as much as possible， such as various audio-visualresources，computersoftware，network and so on. Science teachers should strive to learn in？ formation technology and apply it to teaching prac？ tice， such as PPT production， animation production， micro class andshort video production， whiteboard use， AI technology use， etc.， which is also the perfor？ manceofscienceteacherskeepingpacewiththe times. Excellent science teachers will continue to ex？ plore， organically apply the latest information technolo？ gy to their teaching practice， deeply integrate informa？ tiontechnologyandscienceteaching，andimprove teaching quality.