喻伯軍

我曾經(jīng)在許多時候問過學生和老師：科學課最大的特點是什么？幾乎所有的學生和老師都認為，實驗是科學課的重要特點，是區(qū)別于其他學科的標志。

我們一般所說的實驗，并不是科學上的真正“實驗”，其實包含了學生在學習過程中的觀察、實驗、測量、制作等活動，即包含了科學探究與工程實踐的活動。探究實踐活動，為什么會受到師生如此重視呢？

一是探究實踐活動深受學生歡迎，可以激發(fā)學生的學習興趣。學生親自參與探究實踐，不僅能更好地開展科學學習，掌握所學的概念，提升動手能力和問題解決能力，更能激發(fā)學習興趣和創(chuàng)新意識，獲得成功和成就感。

二是科學課程的學習內(nèi)容，適合采用探究實踐的方式進行學習，如果采用講授式教學，許多內(nèi)容學生很難學會。研究表明，場依存類型的學生，在學習理科時，必須依靠一定的情境或者動手的經(jīng)歷，才能有效地理解一些抽象的科學概念。因此，在課堂教學中運用以探究實踐為主的學習方式，對一些重要概念的理解和掌握尤為重要。小學科學作為實踐性的學科，必須注重學生的親自動手、親身體驗，通過探究實踐獲得經(jīng)驗，建構概念。

三是培養(yǎng)實踐能力和創(chuàng)新精神的重要途徑。學生的創(chuàng)造力發(fā)揮、創(chuàng)新精神的培養(yǎng)，有效路徑之一就是在問題情境中完成任務。大量研究表明，在科學教學中，學生更容易在動手動腦制作中發(fā)揮創(chuàng)造力。如一些細小問題的解決，能很好地激發(fā)學生的創(chuàng)造性，解決了問題之后，他們又能獲得成功的體驗，從而產(chǎn)生強大的學習動力。因此，盡量讓學生動手實踐與動腦配合，是科學課成功的重要途徑。

2017版小學科學課程標準中，對小學科學的性質(zhì)做了界定：小學科學是一門實踐性課程，也是一門綜合性課程。課程標準對小學科學的學科特點的歸納，道出了小學科學學科有別于其他學科的教學特點?；诳茖W課程的特點，教師如何在日常教學中實施好教學呢？

首先，教師必須建立一種意識——科學課必須進行學生親自參與的探究實踐活動，這也是科學課的底線，是不允許突破的。作為專職科學教師，就要盡量開展分組實驗教學，可以偶爾穿插演示實驗；作為兼職科學教師，要盡量做演示實驗，偶爾也要開展分組實驗活動。注重探究實踐的課程，必須有充足的器材做保證，教學器材是實施好科學課程的重要基礎，教學器材的配置，是行政部門和學校的責任。我們可以給儀器裝備部門提出建議，不斷改進儀器配備的種類、數(shù)量和質(zhì)量，保證器材的供應。一些地方已經(jīng)探索了耗材配送的措施，保證了所有學校的教學需要。只有這樣，才能保證實驗教學落到實處。

其次，教師要親自動手開展下水實驗，這是保證教師上好課的關鍵?，F(xiàn)行教材中的不少探究實踐活動，許多科學教師沒有親自做過，對此缺乏感受，上課時就會出現(xiàn)一些意想不到的情況，導致實驗失敗、器材浪費，影響教學。因此，科學教師在備課的時候，一定要親自做下水實驗，這樣有助于把握實驗的重點內(nèi)容，有助于開展課堂教學，更有助于提高教學的效率。同時，教師也應該適當?shù)亻_展自制教具，根據(jù)實際情況加以補充。

最后，要保證充足的時間和空間，讓學生動手實踐。實踐表明，一般情況下，40分鐘的一節(jié)課中，能夠讓學生動手實踐的時間達到20分鐘左右，是屬于比較理想的了。這就要求教師改變以講解知識為主的教學方法，盡量準備充足的器材、設計驅(qū)動性的問題和任務，讓學生在完成一個個任務的過程中，學習科學知識、遷移應用、解決實際問題，以科學課程的特點進行教學，實現(xiàn)良好的教學效果。

Teaching Based on Subject Characteristics

YU Bojun

中圖分類號：G424文獻標識碼：ADOI：10.16400/j.cnki.kjdk.2021.24.001

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

Theauthorhasaskedstudentsandteachers many times： what is the biggest feature of science class？ Almost all students and teachers believe that experiment is an important feature of science class and a symbol different from other disciplines.

The experiment we generally call is not a real"experiment" in science. In fact， it includes students’ observation， experiment， measurement， production and other activities in the learning process， that is， it in？ cludes the activities of scientific exploration and engi？ neering practice. Why do teachers and students at？ tach so much importance to inquiry practice？

First， inquiry practice activities are welcomed by students and can stimulate students’ interest in learn？ ing. Students’ personal participation in inquiry prac？ tice can not only better carry out scientific learning， master the concepts learned， improve their hands-on ability and problem-solving ability， but also stimulate their learning interest and innovative consciousness， and obtain a sense of success and achievement.

Second， the learning content of science curricu？ lum is suitable for learning by means of inquiry and practice. If teaching is adopted， many contents are difficult for students to learn. Research shows that field dependent students must rely on certain situa？ tions or hands-on experience in learning science in order to effectively understand some abstract scientif？ ic concepts. Therefore， it is particularly important to understand and master some important concepts by using the learning method based on inquiry and prac？ tice in classroom teaching. As a practical subject， pri？ mary school science must pay attention to students’ hands-on and personal experience， obtain experience through exploration and practice， and construct con？ cepts.

Third， it is an important way to cultivate practi？ cal ability and innovative spirit. One of the effective ways to give full play to students’ creativity and cul？ tivate their innovative spirit is to complete tasks in problem situations. A large number of studies show that in science teaching， students are more likely to give play to their creativity in hands-on and brain production. For example， the solution of some small problems can well stimulate students’ creativity. After solving the problems， they can get a successful expe？ rience， so as to generate strong learning motivation.Therefore， it is an important way to make students practice and use their brains as much as possible.

The 2017 edition of primary school science cur？ riculum standard defines the nature of primary school science： primary school science is not only a practi？ cal course， but also a comprehensive course. The cur？ riculum standard summarizes the discipline character？ isticsofprimaryschoolscience，whichshowsthe teaching characteristics of primary school science dif？ ferent from other disciplines. Based on the character？ istics of science curriculum， how can teachers imple？ ment teaching well in daily teaching？

First of all， teachers must establish a sense that science class must carry out inquiry and practice ac？ tivitiesinwhichstudentspersonallyparticipate， which is also the bottom line of science class and is not allowed to break through. As a full-time science teacher， we should try our best to carry out group ex？ periment teaching， and demonstration experiments can be interspersed occasionally； As a part-time science teacher， we should try our best to do demonstration experiments and occasionally carry out group experi？ ment activities. The curriculum focusing on inquiry and practice must be guaranteed by sufficient equip？ ment. Teaching equipment is an important basis for the implementation of science curriculum. The alloca？ tion of teaching equipment is the responsibility of ad？ ministrative departments and schools. We can put for？ ward suggestions to the instrument and equipment de？ partment， constantly improve the type， quantity and qualityofinstruments，andensurethesupplyof equipment. Some places have explored the measures ofconsumablesdistributiontoensuretheteaching needs of all schools. Only in this way can we ensure the implementation of experimental teaching.

Secondly，teachersshouldpersonallycarryout launching experiments， which is the key to ensure that teachers have a good class. Many science teach？ ers have not done many inquiry practice activities in the current teaching materials， and they lack feelings about them. There will be some unexpected situations in class， resulting in experimental failure， waste of equipmentandaffectingteaching.Therefore，when preparinglessons，scienceteachersmustpersonally dothelaunchingexperiment，whichwillhelpto grasp the key contents of the experiment， carry out classroomteachingandimprovetheefficiencyof teaching. At the same time， teachers should also ap？ propriately carry out self-made teaching aids and sup？ plement them according to the actual situation.

Finally，weshouldensuresufficienttimeand space for students to practice. Practice shows that generally， in a 40 minute class， it is ideal to allow students to practice for about 20 minutes. This re？ quires teachers to change the teaching method focus？ ing on explaining knowledge， prepare sufficient equip？ ment and design driven problems and tasks as far as possible， so that students can learn scientific knowl？ edge， transfer applications， solve practical problems， teach with the characteristics of science courses and achieve good teaching results in the process of com？ pleting tasks.