甘做“无知”的科学教师

李彤

中圖分类号：G422文献标识码：CDOI：10.16400/j.cnki.kjdk.2021.36.004

不久前，一个问题闪现于我们工作室的微信群：大家如何处理部分学生在实验中得到的与众不同的数据？很显然，这个问题触到了科学老师的痛点，迅速在群里引起了讨论：

我想让学生再做一遍实验，但往往时间不够。

听课时，经常出现教师让学生课后再研究，实际上一下课就忘了。

少量的“错误”数据，不影响得出结论，我用一句话就带过去了。

这些发言，具备一定的代表性，从中我感受到了教师处理类似“节外生枝”问题时表现出的困惑、无奈，甚至一丝丝的厌烦情绪。

为什么有些科学教师对不愿意看到的信息持否定态度？大家继续分析原因：

一是时间有限。一堂科学课往往要完成一个小的主题探索活动，40分钟内要做的事情很多，要思考、计划、记录、汇报……急急忙忙做完实验后，一般也就剩几分钟要下课了，根本没有“再做一遍实验”的时间。

二是观念偏差。师生要完成教材设置的探究活动，要填写《学生活动手册》，要打扫桌椅和教室卫生，要清理实验器材，这些都是“硬指标”，是必须完成的，而实事求是的科学精神、精益求精的学习态度的培养就成了“软指标”，容易被选择性地忽视、放弃。

三是专业素养的限制。在遭遇预想不到的困境时，教师无法及时拿出应对方法，解决教学中生成的具体矛盾，给学生指明正确的处理策略。

除以上因素外，我认为还有一个重要原因——教师是带着标准答案在指导学生做研究，师生必须快马加鞭、集中精力向着答案冲刺。对于阻碍答案形成的信息则归为异类，或否定之，或回避之;当看到有利于答案形成的现象时则顺水推舟、以一当十，把科学概念当成了唯一的教学目标。

法国哲学家朗西埃曾指出，真正的教师应该是一个无知者，甚至是不教者。苏格拉底从来不教，人们与他一起学习，颇受教益;那些不断显示自己知识水平的教师，结果是以自己的教“愚化”了学生的智性。科学教育工作者要具备儿童的同理心，蹲下身子，以儿童的视角来组织教学，甘愿做一名“无知”的教师。

“无知”的教师，会营造平等的师生关系。他不会居高临下、颐指气使地安排学生的课堂行为，而是表现出谦逊的态度、商量的语气，创设轻松愉快的氛围，真诚地与学生交流思想感情、探讨研究策略，努力激发学生的探究欲望。

“无知”的教师，会尽力为学生创造磨炼的机会。因为教师与学生是合作、互惠的伙伴关系，失去任何一方的配合将难以完成学习目标。教师必须主动为学生搭建发展的平台，帮助学生掌握扎实的探究技能，从学生的角度思考探究时存在的障碍，减少错误，从而顺利地实现学习目标。

“无知”的教师，会更加深刻地感悟到科学精神的意义。由于事先“不知道”问题的答案，所以教师要主动征求学生的意见，认真倾听他们的观点，耐心地帮助学生验证每一个猜想，尊重每一个事实，对于搜集到的与众不同的特殊证据会更加重视，不放过任何疑点，而不会选择性地忽视那些“另类”的数据，说不定答案真的就在少数人手里。

提倡做“无知”的教师，并不是说科学教师不需要专业的知识与技能，而是意味着教师掌握受教育者的身心特点和发展规律，尊重他们的知情权、决策权，不越俎代庖，勇于放低身段，和儿童一起在真实的情境中开展科学研究，与他们共同成长。

Willing to be an "Ignorant" Science Teacher

LI Tong

中图分类号：G422文献标识码：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.