甘做“無知”的科學(xué)教師

李彤

中圖分類號：G422文獻標(biāo)識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.004

不久前，一個問題閃現(xiàn)于我們工作室的微信群：大家如何處理部分學(xué)生在實驗中得到的與眾不同的數(shù)據(jù)？很顯然，這個問題觸到了科學(xué)老師的痛點，迅速在群里引起了討論：

我想讓學(xué)生再做一遍實驗，但往往時間不夠。

聽課時，經(jīng)常出現(xiàn)教師讓學(xué)生課后再研究，實際上一下課就忘了。

少量的“錯誤”數(shù)據(jù)，不影響得出結(jié)論，我用一句話就帶過去了。

這些發(fā)言，具備一定的代表性，從中我感受到了教師處理類似“節(jié)外生枝”問題時表現(xiàn)出的困惑、無奈，甚至一絲絲的厭煩情緒。

為什么有些科學(xué)教師對不愿意看到的信息持否定態(tài)度？大家繼續(xù)分析原因：

一是時間有限。一堂科學(xué)課往往要完成一個小的主題探索活動，40分鐘內(nèi)要做的事情很多，要思考、計劃、記錄、匯報……急急忙忙做完實驗后，一般也就剩幾分鐘要下課了，根本沒有“再做一遍實驗”的時間。

二是觀念偏差。師生要完成教材設(shè)置的探究活動，要填寫《學(xué)生活動手冊》，要打掃桌椅和教室衛(wèi)生，要清理實驗器材，這些都是“硬指標(biāo)”，是必須完成的，而實事求是的科學(xué)精神、精益求精的學(xué)習(xí)態(tài)度的培養(yǎng)就成了“軟指標(biāo)”，容易被選擇性地忽視、放棄。

三是專業(yè)素養(yǎng)的限制。在遭遇預(yù)想不到的困境時，教師無法及時拿出應(yīng)對方法，解決教學(xué)中生成的具體矛盾，給學(xué)生指明正確的處理策略。

除以上因素外，我認(rèn)為還有一個重要原因——教師是帶著標(biāo)準(zhǔn)答案在指導(dǎo)學(xué)生做研究，師生必須快馬加鞭、集中精力向著答案沖刺。對于阻礙答案形成的信息則歸為異類，或否定之，或回避之;當(dāng)看到有利于答案形成的現(xiàn)象時則順?biāo)浦邸⒁砸划?dāng)十，把科學(xué)概念當(dāng)成了唯一的教學(xué)目標(biāo)。

法國哲學(xué)家朗西埃曾指出，真正的教師應(yīng)該是一個無知者，甚至是不教者。蘇格拉底從來不教，人們與他一起學(xué)習(xí)，頗受教益;那些不斷顯示自己知識水平的教師，結(jié)果是以自己的教“愚化”了學(xué)生的智性。科學(xué)教育工作者要具備兒童的同理心，蹲下身子，以兒童的視角來組織教學(xué)，甘愿做一名“無知”的教師。

“無知”的教師，會營造平等的師生關(guān)系。他不會居高臨下、頤指氣使地安排學(xué)生的課堂行為，而是表現(xiàn)出謙遜的態(tài)度、商量的語氣，創(chuàng)設(shè)輕松愉快的氛圍，真誠地與學(xué)生交流思想感情、探討研究策略，努力激發(fā)學(xué)生的探究欲望。

“無知”的教師，會盡力為學(xué)生創(chuàng)造磨煉的機會。因為教師與學(xué)生是合作、互惠的伙伴關(guān)系，失去任何一方的配合將難以完成學(xué)習(xí)目標(biāo)。教師必須主動為學(xué)生搭建發(fā)展的平臺，幫助學(xué)生掌握扎實的探究技能，從學(xué)生的角度思考探究時存在的障礙，減少錯誤，從而順利地實現(xiàn)學(xué)習(xí)目標(biāo)。

“無知”的教師，會更加深刻地感悟到科學(xué)精神的意義。由于事先“不知道”問題的答案，所以教師要主動征求學(xué)生的意見，認(rèn)真傾聽他們的觀點，耐心地幫助學(xué)生驗證每一個猜想，尊重每一個事實，對于搜集到的與眾不同的特殊證據(jù)會更加重視，不放過任何疑點，而不會選擇性地忽視那些“另類”的數(shù)據(jù)，說不定答案真的就在少數(shù)人手里。

提倡做“無知”的教師，并不是說科學(xué)教師不需要專業(yè)的知識與技能，而是意味著教師掌握受教育者的身心特點和發(fā)展規(guī)律，尊重他們的知情權(quán)、決策權(quán)，不越俎代庖，勇于放低身段，和兒童一起在真實的情境中開展科學(xué)研究，與他們共同成長。

Willing to be an "Ignorant" Science Teacher

LI Tong

中圖分類號：G422文獻標(biāo)識碼：CDOI：10.16400/j.cnki.kjdk.2021.36.004

LI Tong

Editor in Chief of Science Textbook Volume of Elephant Edition

Executive Director of Science and Technology Education Professional Committee of Guangdong Education Society

Host of Guangdong Primary and Secondary School Teacher Studio

Not long ago，a question flashed in the Wechat group of our studio：how do you deal with the different data obtained by some students in the experiment？ Obviously，this problem touched the pain point of science teachers and quickly aroused discussion in the group：

I want the students to do the experiment again，but often there is not enough time.

When listening to class，teachers often ask students to study after class and forget after class.

A small amount of "wrong" data does not affect the conclusion. I took it in one sentence.

These speeches have a certain representativeness，from which I feel the confusion，helplessness and even a trac e of boredom of teachers when dealing with similar "extraneous" problems.

Why do some science teachers hold a negative attitude towards the information they don，t want tosee？ Let，s continue to analyze the reasons：

First，time is limited. A science class often needs to complete a small theme exploration activity. There are a lot of things to do in 40 minutes，including thinking，planning，recording and reporting... After the experiment is hurriedly completed，there are usually only a few minutes left to finish the class，and there is no time to "do the experiment again ".

Second，the concept deviation. Teachers and students should complete the inquiry activities set up in the teaching materials，fill in the student activity manual，clean the tables and chairs and classroom hygiene，and clean the experimental equipment. These are "hard indicators" and must be completed. The cultivation of the scientific spirit of seeking truth from facts and the learning attitude of keeping improving has become a "soft indicator"，which iseasy to be selectively ignored and abandoned.

Third，the limitation of professional quality. When encountering unexpected difficulties，teachers cannot come up with countermeasures in time to solve the specific contradictions generated in teaching and point out the correct handling strategies to students.

In addition to the above factors，I think there is another important reason - teachers are guiding students to do research with standard answers. Teachers and students must speed up and concentrate on sprinting towards the answers. The information that hinders the formation of answers is classified as heterogeneous，either negative or avoided;When we see the phenomenon that is conducive to the formation of answers，we push the boat with the current，take one as ten，and regard scientific concepts as the only teaching goal.

French philosopher lancet once pointed out that a real teacher should be an ignorant person，or even a person who does not teach. Socrates never taught，and people learned from him;Those teachers who constantly show their level of knowledge，the result is to "fool" the students，intelligence with their own teaching. Science educators should have children's empathy，squat down，organize teaching from the perspective of children，and be willing to be an "ignorant" teacher.

"Ignorant" teachers will create an equal relationship between teachers and students. He will not condescend and dictate to arrange students' classroom behavior，but show a humble attitude and consultative tone，create a relaxed and pleasant atmosphere，sincerely exchange ideas and feelings with students，explore research strategies，and strive to stimulate students' desire for exploration.

"Ignorant" teachers will try their best to create opportunities for students to exercise. Because teachers and students are cooperative and mutually beneficial partnerships，it will be difficult to achieve learning goals without the cooperation of either party. Teachers must take the initiative to build a development platform for students，help students master solid inquiry skills，think about the obstacles in inquiry from the perspective of students，and reduce errors，so as to successfully achieve their learning goals .

"Ignorant" teachers will have a deeper understanding of the significance of the scientific spirit. Because they "don't know" the answer to the question in advance，teachers should take the initiative to solicit students' opinions，carefully listen to their views，patiently help students verify every conjecture，respect every fact，pay more attention to the collected special evidence，don't let go of any doubts，and don't selectively ignore those "alternative" data，Maybe the answer is really in the hands of a few people.

Advocating being an "ignorant" teacher does not mean that science teachers do not need professional knowledge and skills，but means that teachers master the physical and mental characteristics and development laws of the educated，respect their right to know and decision-making，do not interfere，have the courage to lower their stature，carry out scientific research with children in a real situation and grow up with them.