[CREATE-PBL] 回放：第四届证据驱动的科学素养课堂教学改革研讨会——聚焦项目式学习培养学生科学素养
Memo: The 4th Workshop on the Reform of Evidence-Driven Teaching and Learning- Focusing on Project-Based Learning to Cultivate Students’ Scientific Literacy

为深入贯彻中共中央办公厅、国务院办公厅印发《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》，落实立德树人根本任务，五育并举，提质增效，发展学生科学素养，切实提升学校育人水平。2021年11月10日，第四届证据驱动的科学素养课堂教学研讨会《聚焦项目式学习培养学生科学素养》召开。本次会议由北京师范大学中国基础教育质量监测协同创新中心主办，北京市东城区教育科学研究院协同北京市东城区府学胡同小学、北京市东城区和平里第四小学承办。会议邀请北京师范大学王磊教授、桑国元教授、北京基础教育研究中心范颖特级教师莅临指导。项目团队负责人北京师范大学中国基础教育质量监测协同创新中心科学提升部主任林静，四个合作区域负责人北京东城区教师研修中心路虹剑、密云区教师研修学院李伟臣与王福玉、通州区教师研修中心曹春浩、顺义区教师研修中心高晓颖，以及北京师范大学SKC-CAT项目合作校团队成员、北京师范大学社会性科学议题学习合作校成员老师们共同参会。会议形式采取线上线下相结合的方式，PBL合作校教师在府学小学明伦堂与参会专家、教师云端相见，共研共讨，共享成长。

 

会议伊始，由北京市基础教育科学研究院、北京市特级教师范颖、北京市东城区府学胡同小学特级教师范学军主任及北京市东城区和平里第四小学赵瑞霞副校长分别代表北京市级、两基地校领导致辞。范颖首先对大会的召开表示祝贺，肯定了历届会议的“先”“真”“实”的特点，并为今后的研究提出希望，希望开展“有深度、有启发、有方向、有动力”的研究；府学范学军、和平里四小赵瑞霞分别代表两所基地校对参加此次会议的专家、领导及老师们表示热烈欢迎，同时对北师大林静及教科院路虹剑搭建的平台表达真诚的感谢！范学军表示在府学古老的校园中，老师们采用开放的项目式学习方式，既提升了老师，又发展了学生，让大家在传统与现代、传承与创新中，共同成长，共享新时代科学教育！赵瑞霞强调要深入项目式学习的研究，鼓励老师们在开展研究过程中，要更新教学观念，迎难而上，攻克难题，同时也特别希望得到专家的更多指导。

 

Part 1：基地实践

北京市东城区教育科学研究院路虹剑以《探寻发展学生核心素养的课堂教学——基于PBL的实践研究》为题做发言。路老师基于东城区老师们开展项目式学习的教学实践，从课堂策略的探寻、课堂教学的实践和教学经验的借鉴三个角度，围绕发展学生核心素养的项目式学习做了阐述，和老师们分享了实践中的感受和感悟，同时提出要迁移项目式学习中好的理念和做法，将之融入科学教学。

 

Part 2：专家讲座

随后项目负责人林静为与会者对项目式学习（PBL）的内涵与策略进行详细的解读。林教授首先从PBL中的探究网、PBL强调的要点以及PBL注重的学习成果三个方面对项目式学习的概念做了界定，又提出实施PBL教学的关键策略，包括驱动性问题的设计与运用策略、三维整合性学习与提升策略、小组合作学习的组织与深化策略。

 

Part 3：教学展示

项目式学习在教学中探索与实施，东城区府学胡同小学刘阳以《小火箭动起来》这一课为主题，进行录像展示。刘老师的这节课是学校开展的《设计可移动的玩具》这一项目的起始课，驱动问题是“玩具是如何移动的，对此你能提出什么问题？”本课以小火箭为载体，学生通过研究小火箭的运动，对这个项目产生兴趣及培养学生提出问题的能力，主要呈现学生主动学习、开放学习的课堂。课后，刘阳谈了一下自己实施项目式学习的教学的一些感受以及困惑。

 

Part 4：教师研讨

随后，柳静、李艺、刘春燕三位老师作为基地校代表分别以《基于项目式学习的课堂组织策略》、《项目式学习中驱动性问题设计与思考》、《PBL中的社会情感学习》为题进行经验分享。老师们通过学习项目式学习的相关理论以及研究成果，结合自己的实践，从如何进行项目设计、如何触发学生主动学习和如何在项目学习的过程中培养学生社会情感能力三个方面做经验交流。通过开展项目式学习，关注学生终身学习能力与科学素养的形成，促进学生的健康与幸福。

 

Part 5：区域交流

随后北京市密云区教师研修学院王福玉老师、北京市顺义区教育研究和教师研修中心高晓颖老师和北京市通州区教师研修中心曹春浩老师做了交流分享。三位老师都对本次的研究给予肯定，表示对PBL有了全新的认识。同时也引发了老师们的很多思考，例如项目式学习应如何进行本土化的开发、面对学习周期长的问题，如何与学习更好地联系起来；怎样进行有效评价等。

 

Part 6：专家点评

最后，北京师范大学王磊教授和桑国元教授对教师们的实践做了点评，高度肯定了东城区项目式研究团队素质高凝聚力强，对老师们的取得的阶段性成果赞不绝口，做到了真实践、真研究、真分享，更新了教师对于PBL教学的固有认识。精彩的展示，务实的研究，求真的态度，激活了老师们思维的火花，把会场气氛推向高潮。

 

时光如梭，会议历时五个多小时，老师们意犹未尽，纷纷表示期待东城科学下一个精彩绽放！

 

供稿与图：北京东城区府学胡同小学

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In order to further implement the Opinions of the General Office of the CPC Central Committee and the General Office of the State Council on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education, and to implement the fundamental task of establishing morality and ethics education, and to improve the quality and efficiency of the comprehensive development education, develop students’ scientific literacy and effectively improve the education quality among schools, the 4th Evidence-Driven Teaching and Learning Workshop “Focusing on Project-Based Learning to Cultivate Students’ Scientific Literacy” was held on November 10, 2021. It was organized by China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, and hosted by Beijing Dongcheng Academy of Educational Sciences in collaboration with Beijing Dongcheng Fuxue Hutong Primary School and Beijing Dongcheng Hepingli No. 4 Primary School. Professors Wang Lei and Sang Guohua from Beijing Normal University, and Ms. Fan Ying, a special-ranked teacher from Beijing Academy of Basic Educational Sciences, were invited to present and give instructions. Held both online and offline, the workshop was attended by Dr. Lin Jing, the Project Leader and the Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, together with the four partner regional leaders, namely, Lu Hongjian from Beijing Dongcheng Teacher Training Center, Li Weichen and Wang Fuyu from Miyun Teacher Training Institute, Cao Chunhao from Tongzhou Teacher Training Center, and Gao Xiaoying from Shunyi Teacher Training Center, as well as teachers from the partner schools of the SKC-CAT and SSI-L project. Teachers from PBL partner schools attended the workshop at Minglun Hall of Fuxue Hutong Primary School, meeting with the experts and other attendants online, to discuss the matters related.

At the beginning of the workshop, special-ranked teacher Fan Ying from Beijing Academy of Basic Educational Sciences, special-ranked teacher Fan Xuejun from Beijing Dongcheng Fuxue Hutong Primary School, and Vice Principal Zhao Ruixia from Beijing Dongcheng Hepingli No.4 Primary School delivered speeches on behalf of Beijing-level and two partner schools respectively. Fan Ying first congratulated the workshop, affirmed the “first”, “true”, and “real” characteristics of previous workshops, and hoped there would be more “in-depth, enlightening, directed and motivated” research to be carried out in the future. Fan Xuejun and Zhao Ruixia then expressed their warm welcome to the experts, leaders and teachers attending the workshop, and their sincere gratitude to Dr. Lin Jing and Mr. Lu Hongjian for the platform they had built. Fan Xuejun said that at their campus with antique beauty, teachers adopted an open project-based learning approach, which not only improved themselves, but also helped to develop students, allowing everyone to grow together and share science education in the new era between tradition and modernity, inheritance, and innovation. Zhao Ruixia emphasized the need for in-depth research on project-based learning and encouraged teachers to update their teaching concepts and overcome difficulties in the process of conducting research, while also hoping for more guidance from experts.

Part 1: Partner School Practice

Lu Hongjian from Beijing Dongcheng Academy of Educational Sciences gave a speech on the topic of “Exploring Classroom Teaching for Developing Students’ Core Competencies – A Practical Study of PBL”. Based on the teaching practice of teachers in Dongcheng District, Mr. Lu elaborated on the PBL for developing students’ core competencies from three perspectives: exploring classroom strategies, practicing classroom teaching, and learning from teaching experience. He also shared his feelings and insights with the teachers, while suggesting that good ideas and practices in PBL should be transferred and integrated into science teaching.

Part 2: Expert Lecture

The Project Leader, Dr. Lin Jing, then gave a detailed explanation on the connotation and strategies of PBL. Dr. Lin first defined the concept of PBL from three aspects: the inquiry network, the key points, and the learning outcomes. She then proposed key strategies for implementing PBL teaching, including the design and application of driving questions, the strategy of 3D integrated learning and enhancement, and the organization and deepening strategy of the group learning.

Part 3: Teaching demonstration

PBL has been explored and implemented in teaching. Liu Yang from Beijing Dongcheng Fuxue Hutong Primary School made a video presentation with a lesson titled “Little Rocket Moves”. The driving question was “How does a toy move and what questions can you ask about it?” This lesson used a small rocket as the carrier, and students were interested in the project and developed the ability to ask questions by studying the movement of the small rocket. It presented an active and open learning classroom. After the lesson, Liu Yang talked about his thoughts and confusion about the implementation of PBL.

Part 4: Teacher Discussion

Afterwards, three teachers, Liu Jing, Li Yi and Liu Chunyan, as representatives of the partner schools, shared their experiences with the topics of “Classroom Organization Strategies Based on PBL”, “The Design and Thinking of Driving Questions in PBL” and “Social-Emotional Learning in PBL”. By studying the theories and research results related to PBL and combining their own practices, the teachers shared their experiences in three aspects: how to design projects, how to trigger students’ active learning and how to develop students’ social-emotional skills in the process of PBL. Through PBL, the teachers focused on the formation of students’ lifelong learning ability and scientific literacy to promote students’ health and happiness.

Part 5: Regional Exchange

Then, Wang Fuyu from Beijing Miyun Teacher Training Institute, Gao Xiaoying from Beijing Shunyi Educational Research and Teacher Training Center, and Cao Chunhao from Beijing Tongzhou Teacher Training Center gave presentations respectively. All three teachers affirmed this research and said they had a new understanding of PBL. At the same time, it also triggered a lot of thinking among teachers, such as how PBL should be developed locally, how to better connect with learning in the face of the long learning cycle, and how to conduct effective evaluation, etc.

Part 6: Expert Comment

Finally, Professors Wang Lei and Sang Guoyuan from Beijing Normal University made comments on the teachers’ practices, highly affirming the high quality and cohesiveness of the PBL research team in Dongcheng District, praising the teachers for the milestones they had achieved, which had led to real practice, real research, and real sharing, and updated the teachers’ inherent understanding of PBL teaching. The wonderful presentations, pragmatic research and truth-seeking attitude aroused the spark of teachers’ thinking and pushed the atmosphere to the climax.

Time passed by. The whole workshop lasted for more than five hours, while the discussions did not stop for a single minute. The teachers said they couldn’t wait for the next wonderful bloom of PBL project.