[SSI Learning] 全国小学学段暑期研讨纪要（2021-08-18）
Minutes of the online meeting for SSI Learning project in elementary schools (08/18/2021)

2021年8月18日晚19:30-22:30，SSI-L项目小学组举行在线研讨会，对三所学校的SSI-L课程方案进行了深度讨论。以下为会议的主要内容。

首先，温州道尔顿小学缪旭春老师介绍本校《海洋塑料垃圾污染》议题，以联合国环境署的全球清洁海洋倡导活动为任务背景让学生展开问题解决，最终要求学生能够有自己立场地回答“如何在了解科学概念和技术原理的基础上，考虑人类可持续发展需求，做出海洋减塑的行动决策？”在实施整套课程之后，该校发现四年级学生不仅兴趣浓厚，在研学活动和戏剧表演中表现出很高的责任感。曹春浩老师提问，海洋生物塑料污染链的科学模型基于一定的科学结论，这些科学结论是否由学生进行过实证检验呢？尚秀芬老师希望该校的评价方案可以再进一步、更加规范和细化。三位老师还就“行动清单”进行了研讨，认为可以在活动计划中更加凸显其地位，围绕行动清单的提出、碰撞和整合展开活动，作为整个活动计划的主线，并配套地修改驱动性问题。尚秀芬和曹春浩老师认为，课程案例可以把上课的实际情况写入文稿，如模联大会的活动环节可以描述更明确、细节的过程，而不是只有教学设计。

接着，哈尔滨市继红小学赫英红老师介绍本校《冰雪》议题，针对本地的冰雪旅游提出两个驱动性问题，设置了冰雪形成的探究实验、冰雕雪雕制作、冰雪建设价值的多角度辩论会、冬奥会选址分析、家乡冰雪手册制作的活动，希望加强学生对家乡冰雪文化的了解和热爱，培养学生社会性科学推理的能力。彭梦华老师认为冬奥会选址分析活动具有热点性，但是后续无法继续使用，可进行修改，而冰雪运动相关的活动可以适当增加。尚秀芬老师也建议该活动主题把家乡冰雪手册中冬奥会、冰雪运动的元素移除并缩减为“冰雪旅游手册”，尚秀芬老师还建议在语言上要注意儿童化，“全球气候”“家乡建设”之类的抽象概念应予调整。林静老师提出，这个主题的活动应让学生体会“冬奥会”“冰雪节”这些活动存在的价值，全球为何需要奥运会，地方或社区为何要有冰雪节？奥运精神、冰雪精神为何？从这个角度讲，在议题中也应当凸显“精神文化”这一要素，培养学生相关的世界观与价值追求。

最后，大同市平城区文慧小学蔡雪姣老师介绍本校《校门口商店小食品能不能吃》议题，活动计划包括认识食物营养成分和添加剂、设计配餐和科学食谱、食品生产加工绘本、食品博览会、辩论会，通过对“天然食品与含添加剂食品哪个好”“校门口小食品安全吗”的讨论，在情境下训练学生的科学论证能力。目前在实践中发现学生的课堂发言和讨论氛围不能达到预期，实验的用时偏长。曹春浩老师建议增强活动之间的逻辑联系，围绕单元主题组织每个活动，在评价中要基于情境、针对学生的高阶思维和观念展开。

林静老师总结道，在案例撰写的格式上，还需要进一步研讨。教无定法，难以统一使用5E模式组织活动内容。另外，小学组的案例注重科学思维的培养，在实践中也要真正落实，让科学思维活动贴近学生，让学生确有收获。

On August 18, 2021, from 19:30 to 22:30, the elementary school group of SSI-L Learning Project held an online seminar to discuss in depth the SSI-L curriculum proposals of three schools, the main content of which is shown as below.

First, Ms. Miao Xuchun from Wenzhou Dalton Elementary School introduced the SSI-L program of “Marine Plastic Waste Pollution”. With the UNEP’s Global Clean Ocean Campaign as the task background, students were asked to solve problems, and eventually be able to answer “How to make action decisions on ocean plastic reduction on the basis of understanding scientific concepts and technical principles and considering the needs of human sustainable development?” After implementing the entire curriculum, the school found that the fourth graders were not only interested, but also showed a high level of responsibility in their research activities and drama performances. Mr. Cao Chunhao asked as the scientific model of the marine biological plastic pollution chain was based on certain scientific findings, whether these findings had been empirically tested by the students. Ms. Shang Xiufen hoped that the school’s evaluation program could be further developed, standardized and refined. The three teachers also discussed the “action checklist” and suggested that it could be given more prominence in the activity plan. Teachers could organize the activities around the formulation, collision, and integration of the action checklist, which would be served as the main thread of the overall activity plan, and modify the driving questions accordingly. Ms. Shang Xiufen and Mr. Cao Chunhao added that the part of class case could include the actual situation of the class in the manuscript, e.g., the activity session of the CMUNC could be described as more explicit and detailed instead of just being an instructional design.

Then, Ms. He Yinghong from Harbin Jihong Primary School talked about their SSI-L program of “Ice and Snow”. In this issue, they raised two driving questions for the local ice and snow tourism, and set up a series of activities, including the inquiry experiment on ice and snow formation, ice and snow sculpture making, multi-angle debate session on the value of ice and snow construction, analysis of the site selection for the Winter Olympics, and ice and snow brochure making, hoping to strengthen students’ understanding and love of ice and snow culture of their hometown and cultivate their social scientific reasoning ability. Mr. Peng Menghua thought that the site selection analysis for the Winter Olympic Games was a hot issue, but it could not be used in the future, and thus needed to be modified, and the activities related to ice and snow sports could be added appropriately. Ms. Shang Xiufen also suggested that the theme of the activity should get rid of the elements of the Winter Olympics as well as the ice and snow sports from the hometown ice and snow brochure, and be reduced to “ice and snow tourism brochure”. She also pointed out that the language should be child-oriented, and abstract concepts such as “global climate” and “hometown construction” should be adjusted. Dr. Lin Jing said that through the activities, students should be able to appreciate the value of the “Winter Olympics” and “Snow Festival”, like “why the world needs the Olympics”, “why local communities need snow and ice festivals”, “what is the spirit of the Olympics and the spirit of snow and ice”, etc. From such perspective, the element of “spiritual culture” should be highlighted in the topic as well, so as to cultivate students’ worldview and value pursuit.

Finally, Ms. Cai Xuejiao from Wenhui Primary School in Pingcheng District, Datong, Shanxi Province, presented their SSI-L program, “Should we eat snack food from the shops near the school”. The activity program included understanding food nutrients and additives, designing meal preparation and scientific recipes, picture books on food production and processing, food fairs, and debates. Through the discussion of “which one is better, natural food or food containing additives” and “Is it safe to eat snack food from the shops near the school”, the students’ scientific argumentation skills were trained in certain context. In practice, it was found that students’ classroom presentations and discussions did not meet the expectations, and the experiment cost a rather long period. Mr. Cao Chunhao suggested the teachers should enhance the logical connections between activities, organize each activity centering around the unit theme, and carry out the evaluation based on the context and students’ higher-order thinking and concepts.

Dr. Lin Jing concluded that the format of case writing still needed further discussion. It was difficult to use the 5E model to organize the content of the activities in a uniform way as there was no definite way to teach. In addition, the cases of the elementary school group focused mainly on the development of scientific thinking, which should be reminded of the implementation in real practice, so that the scientific thinking activities could be truly close to the students and benefit them.