科学教学设计要注重单元分析

黄海旺

教学设计是课程和教学实践之间的关键节点，它必须回答三个基本问题——到哪里去（确立教学目标）、怎样到那里（落实教学过程）、是否到了那里（评估学习结果）。

课程标准在教学设计中处于核心地位。科学教学的最终目的是培养学生的科学素养，如果说科学素养是对科学学科育人目标的聚焦与提炼，有助于教师更好地把握科学教育目标的“关键点”，那么课程标准则是对科学素养的进一步具体化、明确化，有助于教师在教学实践中准确地把握好“度”。教学设计要注重单元分析，这样能更好地体现课程标准的要求。

教师要从教材单元入手，先确定单元教学目标，再选择教学内容，然后依据教学目标和教学内容设计学习活动、制定教学评价的标准和方法，最后以一个单元为整体进行系统化、科学化的教学设计。具体包括在单元教材教法分析的基础上，依据学生的情况和特点确立单元教学目标，开展单元学习活动设计，形成单元评价并提供配套单元教学资源的一系列教学设计过程。

单元教学目标设计是教师在研读课程标准、解析教材的基础上，根据学生的学习基础与生活经验等前概念，对学生的学习习惯、动力与兴趣等进行分析，依据课程标准的学段学习目标，确定本单元的科学知识、科学探究、科学态度和科学、技术、社会与环境四个维度的教学目标。

单元学习活动设计是教师围绕单元主题，根据单元中不同内容的需要，综合考虑活动内容在整个小学阶段所属领域内容中的位置以及与前后知识技能的联系，设计各种活动形式和教学方法，组成相关单元核心活动。单元学习活动，应以学生亲历的生活、学习情境为背景；以学生身边的事物、现象和实际问题为主要学习载体；以学生乐于参与的游戏、观察、阅读、实验、设计、展示、交流、评价等为主要活动形式；以科学探究、设计制作等为主要活动类型。

单元评价要全面评价学生的科学和技术素养。单元教学目标包含科学知识、科学探究、科学态度和科学、技术、社会与环境四个维度，这四个维度的目标都应作为评价的内容，而不只是将科学知识的目标视为单元评价内容。教师进行单元评价时要逐一检查单元教学目标的达成度。针对单元所有目标，逐条设计评价方案，确保每一单元教学目标都有相应的评价工具进行。

以人教鄂教版六年级“生物与环境”单元为例，教师要深入领会课程标准中与本单元教学相关的内容，如“知道常见的栖息地为生物提供光、空气、水、适宜的温度和食物等基本需要”“认识到人与自然环境应该和谐相处，认识到保护身边多种多样的生物非常重要”等。然后，在此基础上确定相关维度的单元目标，如：

知识目标除认识生物生存、生长发育和繁殖所需要的基本条件外，还应该关注生物对环境有适应能力，生物为适应环境变化而逐渐形成的独有形态特征和自我保护方式，认识生物多样性的重要意义，列举一些生物走向灭绝的原因及其对其他生物的影响。

科学探究目标除用生态瓶做栖息地的模拟实验，对比观察蚯蚓在干湿、明暗等不同环境中的反应外，还应该分析在某一生态系统中生活着哪些生物，说明这些生物与环境如何相互影响，并运用案例分析一些生物灭绝的原因并探讨其带来的影响，要求学生具有分析推理与表达交流的能力。

科学态度目标要强调科学质疑，让学生用证据支持自己的观点，并乐于倾听别人的意见。科学、技术、社会与环境目标要关注学生参与保护生物与环境的意识，愿意采取行动保护生物和生态环境。

Scientific Teaching Design Should Pay Attention to Unit Analysis

HUANG Haiwang

中圖分类号：G424文献标识码：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.