教师要提升自身探究实践能力

喻伯军

在科学课程的实施中，培养学生的探究实践能力，是一个重要目标，也是科学课的重要特点之一。要培养学生的探究能力和实践能力，就需要让学生有充分的时间和空间，亲自进行探究活动和实践活动，这已经成为科学课的方向，在实际教学中许多地区已经实施得很好了。

实践中我们发现，教师自身的探究实践能力，会影响学生的学习兴趣和能力水平。一位优秀的科学教师，不仅要有广博的科学知识和对科学深刻的理解，而且要有较强的探究实践能力，这样能更好地开展科学教学，鼓励和引导学生学好科学。科学教师的探究实践能力主要包含科学探究能力、动手制作能力、信息技术的应用能力等。

科学探究能力，源于人类对自然现象的好奇心和求知欲。科学教师要有好奇心和求知欲，保持对周围世界的探究欲望，能自觉地进行探究活动。如发现一个虫子，想知道它的名字和生活习性，与人类的关系；看到一种野花，會观察周围的环境，探索植物的生存情况；看到某种现象，不会随便地下结论，而是通过观察和实验，探索出其中的原因等。教师的探究行为，会潜移默化地影响学生的日常学习，在不知不觉的行为之中体现榜样的力量。在教学中，科学教师应该放下身段，跟学生一起进行观察和实验，一起进行探究活动。我们一直提倡科学教师在备课的时候要“先做教材上的观察实验活动”，模仿学生的认知和动手水平，进行探究体验。这相当于语文教师写下水作文，数学教师解数学难题，音乐教师练习乐曲，体育教师训练技能一样，不同学科的备课要把握学科特点。只有这样，教师才会更好地理解学生的学习情况，掌握学习的重点，把握教学的难点，做到有的放矢，提高课堂教学效率。

动手制作能力指科学教师不但要会使用仪器室的所有器材，还要会自己制作一些简单的教学器材。教学具的制作更能体现出教师的动手能力、解决问题的能力和创新精神，同时也能体现出教师对教材的理解和把握程度，对实际问题的解决策略和手段运用，反映出教师的科学素养。亲自动手制作教学具，不仅可以锻炼教师的动手能力，而且是培养实践创新的重要途径。小学生的创新能力，最容易在动手实践中培养。在制作一个作品时，学生要解决一些具体的困难，这个过程是培养学生兴趣、毅力和获得成就感的过程，更是形成创新意识、培养创新能力的过程。

信息技术的应用能力指科学教师教学时，要具备遴选、运用以得到广泛的教育资源支持的能力。应用信息技术进行教学，能进一步激发学生的学习兴趣，能为学生提供更多更高质量的科学信息，能针对学生学习能力的差异调整教学进度，提高学习效率，能培养学生主动学习的能力，为终身教育打基础。信息技术应用于课堂教学，是当今时代发展的特点之一，在一切有条件的地方，应该尽可能地运用信息技术，如各种音像资源、计算机软件、网络等。科学教师应努力学习信息技术并应用于教学实践，如PPT的制作、动画制作、微课和短视频制作、白板的使用、AI技术使用等，这也是科学教师与时俱进的表现。优秀的科学教师会不断探索，把最新的信息技术有机地应用于自己的教学实践中，把信息技术与科学教学进行深度融合，提高教学质量。

Teachers Should Improve their Inquiry and Practice Ability

YU Bojun

中图分类号：G424文献标识码：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.