黃海旺

教學(xué)設(shè)計(jì)是課程和教學(xué)實(shí)踐之間的關(guān)鍵節(jié)點(diǎn)，它必須回答三個(gè)基本問(wèn)題——到哪里去（確立教學(xué)目標(biāo)）、怎樣到那里（落實(shí)教學(xué)過(guò)程）、是否到了那里（評(píng)估學(xué)習(xí)結(jié)果）。

課程標(biāo)準(zhǔn)在教學(xué)設(shè)計(jì)中處于核心地位?？茖W(xué)教學(xué)的最終目的是培養(yǎng)學(xué)生的科學(xué)素養(yǎng)，如果說(shuō)科學(xué)素養(yǎng)是對(duì)科學(xué)學(xué)科育人目標(biāo)的聚焦與提煉，有助于教師更好地把握科學(xué)教育目標(biāo)的“關(guān)鍵點(diǎn)”，那么課程標(biāo)準(zhǔn)則是對(duì)科學(xué)素養(yǎng)的進(jìn)一步具體化、明確化，有助于教師在教學(xué)實(shí)踐中準(zhǔn)確地把握好“度”。教學(xué)設(shè)計(jì)要注重單元分析，這樣能更好地體現(xiàn)課程標(biāo)準(zhǔn)的要求。

教師要從教材單元入手，先確定單元教學(xué)目標(biāo)，再選擇教學(xué)內(nèi)容，然后依據(jù)教學(xué)目標(biāo)和教學(xué)內(nèi)容設(shè)計(jì)學(xué)習(xí)活動(dòng)、制定教學(xué)評(píng)價(jià)的標(biāo)準(zhǔn)和方法，最后以一個(gè)單元為整體進(jìn)行系統(tǒng)化、科學(xué)化的教學(xué)設(shè)計(jì)。具體包括在單元教材教法分析的基礎(chǔ)上，依據(jù)學(xué)生的情況和特點(diǎn)確立單元教學(xué)目標(biāo)，開(kāi)展單元學(xué)習(xí)活動(dòng)設(shè)計(jì)，形成單元評(píng)價(jià)并提供配套單元教學(xué)資源的一系列教學(xué)設(shè)計(jì)過(guò)程。

單元教學(xué)目標(biāo)設(shè)計(jì)是教師在研讀課程標(biāo)準(zhǔn)、解析教材的基礎(chǔ)上，根據(jù)學(xué)生的學(xué)習(xí)基礎(chǔ)與生活經(jīng)驗(yàn)等前概念，對(duì)學(xué)生的學(xué)習(xí)習(xí)慣、動(dòng)力與興趣等進(jìn)行分析，依據(jù)課程標(biāo)準(zhǔn)的學(xué)段學(xué)習(xí)目標(biāo)，確定本單元的科學(xué)知識(shí)、科學(xué)探究、科學(xué)態(tài)度和科學(xué)、技術(shù)、社會(huì)與環(huán)境四個(gè)維度的教學(xué)目標(biāo)。

單元學(xué)習(xí)活動(dòng)設(shè)計(jì)是教師圍繞單元主題，根據(jù)單元中不同內(nèi)容的需要，綜合考慮活動(dòng)內(nèi)容在整個(gè)小學(xué)階段所屬領(lǐng)域內(nèi)容中的位置以及與前后知識(shí)技能的聯(lián)系，設(shè)計(jì)各種活動(dòng)形式和教學(xué)方法，組成相關(guān)單元核心活動(dòng)。單元學(xué)習(xí)活動(dòng)，應(yīng)以學(xué)生親歷的生活、學(xué)習(xí)情境為背景；以學(xué)生身邊的事物、現(xiàn)象和實(shí)際問(wèn)題為主要學(xué)習(xí)載體；以學(xué)生樂(lè)于參與的游戲、觀察、閱讀、實(shí)驗(yàn)、設(shè)計(jì)、展示、交流、評(píng)價(jià)等為主要活動(dòng)形式；以科學(xué)探究、設(shè)計(jì)制作等為主要活動(dòng)類型。

單元評(píng)價(jià)要全面評(píng)價(jià)學(xué)生的科學(xué)和技術(shù)素養(yǎng)。單元教學(xué)目標(biāo)包含科學(xué)知識(shí)、科學(xué)探究、科學(xué)態(tài)度和科學(xué)、技術(shù)、社會(huì)與環(huán)境四個(gè)維度，這四個(gè)維度的目標(biāo)都應(yīng)作為評(píng)價(jià)的內(nèi)容，而不只是將科學(xué)知識(shí)的目標(biāo)視為單元評(píng)價(jià)內(nèi)容。教師進(jìn)行單元評(píng)價(jià)時(shí)要逐一檢查單元教學(xué)目標(biāo)的達(dá)成度。針對(duì)單元所有目標(biāo)，逐條設(shè)計(jì)評(píng)價(jià)方案，確保每一單元教學(xué)目標(biāo)都有相應(yīng)的評(píng)價(jià)工具進(jìn)行。

以人教鄂教版六年級(jí)“生物與環(huán)境”單元為例，教師要深入領(lǐng)會(huì)課程標(biāo)準(zhǔn)中與本單元教學(xué)相關(guān)的內(nèi)容，如“知道常見(jiàn)的棲息地為生物提供光、空氣、水、適宜的溫度和食物等基本需要”“認(rèn)識(shí)到人與自然環(huán)境應(yīng)該和諧相處，認(rèn)識(shí)到保護(hù)身邊多種多樣的生物非常重要”等。然后，在此基礎(chǔ)上確定相關(guān)維度的單元目標(biāo)，如：

知識(shí)目標(biāo)除認(rèn)識(shí)生物生存、生長(zhǎng)發(fā)育和繁殖所需要的基本條件外，還應(yīng)該關(guān)注生物對(duì)環(huán)境有適應(yīng)能力，生物為適應(yīng)環(huán)境變化而逐漸形成的獨(dú)有形態(tài)特征和自我保護(hù)方式，認(rèn)識(shí)生物多樣性的重要意義，列舉一些生物走向滅絕的原因及其對(duì)其他生物的影響。

科學(xué)探究目標(biāo)除用生態(tài)瓶做棲息地的模擬實(shí)驗(yàn)，對(duì)比觀察蚯蚓在干濕、明暗等不同環(huán)境中的反應(yīng)外，還應(yīng)該分析在某一生態(tài)系統(tǒng)中生活著哪些生物，說(shuō)明這些生物與環(huán)境如何相互影響，并運(yùn)用案例分析一些生物滅絕的原因并探討其帶來(lái)的影響，要求學(xué)生具有分析推理與表達(dá)交流的能力。

科學(xué)態(tài)度目標(biāo)要強(qiáng)調(diào)科學(xué)質(zhì)疑，讓學(xué)生用證據(jù)支持自己的觀點(diǎn)，并樂(lè)于傾聽(tīng)別人的意見(jiàn)?？茖W(xué)、技術(shù)、社會(huì)與環(huán)境目標(biāo)要關(guān)注學(xué)生參與保護(hù)生物與環(huán)境的意識(shí)，愿意采取行動(dòng)保護(hù)生物和生態(tài)環(huán)境。

Scientific Teaching Design Should Pay Attention to Unit Analysis

HUANG Haiwang

中圖分類號(hào)：G424文獻(xiàn)標(biāo)識(shí)碼：ADOI：10.16400/j.cnki.kjdk.2021.30.001

HUANG Haiwang

Editor and Senior Editor of People’s Education Press

Deputy Secretary General of science education branch of China Education Society（In charge of work）

Executive Editor of Primary School Science Textbook of People’s Education Hubei Education Edition

Instructional design is the key node between cur？ riculum and teaching practice. It must answer three basic questions - where to go （establish teaching ob？ jectives）， how to get there （implement teaching pro？ cess）， and whether to get there （evaluate learning re？ sults）

Curriculum standards are at the core of instruc？ tional design. The ultimate goal of science teaching is to cultivate students’ scientific literacy. If scientif？ ic literacy is the focus and refinement of the goal of scientific discipline education， which helps teachers better grasp the "key point" of the goal of science education， then the curriculum standard is to further specifyandclarifyscientificliteracy，whichhelps teachersaccuratelygraspthe"degree"inteaching practice. Teaching design should pay attention to unit analysis， which can better reflect the requirements of curriculum standards.

Teachers should start with the teaching material unit， first determine the unit teaching objectives， then select the teaching contents， then design learning ac？ tivities and formulate the standards and methods of teaching evaluation according to the teaching objec？ tives and teaching contents， and finally carry out sys？ tematic and scientific teaching design with a unit as a whole. Specifically， it includes a series of teaching design processes of establishing unit teaching objec？ tives， carrying out unit learning activity design， form？ ingunitevaluationandprovidingsupportingunit teachingresourcesbasedontheanalysisofunit teaching materials and teaching methods， according to the situation and characteristics of students.

The unit teaching target design is the teacher’s studyandlifeexperience，basedonthestudent’s learning habits， power and interest， etc. based on stu？ dents ’learning base and life experience， and analyz？ es students’ learning habits， motivation and interest， etc.， based on course standards learning goals， deter？ mine the scientific knowledge， scientific research， sci？ entificattitude，andfourdimensionsofscientific， technical， social and environment.

Thedesignofunitlearningactivitiesisthat teachers design various activity forms and teaching methodsaroundtheunittheme，accordingtothe needs of different contents in the unit， comprehensive？ ly consider the position of the activity content in the field content of the whole primary school stage and the relationship with the front and rear knowledge and skills， and form the core activities of relevant units. Unit learning activities should be based on the life and learning situations experienced by students； Take the things， phenomena and practical problems aroundstudentsasthemainlearningcarrier； The main activity forms are games， observation， reading， experiment， design， display， communication and evalu？ ation that students are willing to participate in； Scien？ tificinquiry，designandproductionarethemain types of activities.

Unit evaluation should comprehensively evaluate students’scientificandtechnologicalliteracy.Unit teaching objectives include four dimensions： scientific knowledge，scientificinquiry，scientificattitudeand science， technology， society and environment. The ob？ jectives of these four dimensions should be regarded as the content of evaluation， not just the objective of scientific knowledge as the content of unit evaluation. Whenconductingunitevaluation，teachersshould checktheachievementofunitteachingobjectives one by one. For all the objectives of the unit， the evaluation scheme is designed one by one to ensure that the teaching objectives of each unit are carried out with corresponding evaluation tools.

Takingthesixthgrade"biologyandenviron？ ment" unit of the people’s education Hubei Educa？ tion Edition as an example， teachers should deeply understandthecontentsrelatedtotheteachingof this unit in the curriculum standard， such as "know？ ing that common habitats provide basic needs such as light， air， water， suitable temperature and food for organisms" and "recognizing that people should live in harmony with the natural environment and that it is very important to protect a variety of organisms aroundthem".Then，onthisbasis，determinethe unit objectives of relevant dimensions， such as：

In addition to understanding the basic conditions required for biological survival， growth， development andreproduction，knowledgeobjectivesshouldalso pay attention to the ability of organisms to adapt to the environment， the unique morphological characteris？ tics and self-protection methods gradually formed by organisms to adapt to environmental changes， under？ stand the important meaning of biodiversity， and list the causes of some organisms going extinct and their impact on other organisms.

In addition to using ecological bottles as habitat simulation experiments to compare and observe the re？ actions of earthworms in different environments such as dry， wet， light and dark， scientific research objec？ tives should also analyze which organisms live in a certain ecosystem， explain how these organisms inter？ act with the environment， and use cases to analyze the causes of extinction of some organisms and ex？ plore their impact， students are required to have the ability of analysis， reasoning， expression and communi？ cation.

The goal of scientific attitude should emphasize scientific questioning， let students support their views withevidence， andbewillingtolistentoothers’ opinions.Science，technology，societyandenviron？ mentobjectivesshouldpayattentiontostudents’ awareness of participating in the protection of biology and environment， and be willing to take actions to protect biology and ecological environment.