[SSI Learning] 第五期沙龙纪要:如何确定SSI-L议题?
Minutes of the fifth cloud salon: How to Determine the Issues for Students’ SSI Learning



[SSI Learning] 第五期沙龙纪要:如何确定SSI-L议题?<br>Minutes of the fifth cloud salon: How to Determine the Issues for Students’ SSI Learning插图

图 1 与会四位专家


[SSI Learning] 第五期沙龙纪要:如何确定SSI-L议题?<br>Minutes of the fifth cloud salon: How to Determine the Issues for Students’ SSI Learning插图1



[SSI Learning] 第五期沙龙纪要:如何确定SSI-L议题?<br>Minutes of the fifth cloud salon: How to Determine the Issues for Students’ SSI Learning插图2

图 4  在线会议剪影


In order to further help teachers in SSI-L topic selection and top-level design, the project team held an online salon via Tencent conference room from 19:00 to 21:00 on September 23rd, 2020, in addition to the online training and multiple workshops. Hosted by Dr. Lin Jing, the Project Leader and Director of the Science Education Quality Development Department of China Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, this salon attracted over 80 participants, including backbone teachers from partner schools across the country, AISL expert team members, regional and school section heads, project assistants, etc.

Three experts, including Mr. Peng Menghua, head of the AISL expert team and a special-ranked physics teacher from the Second High School Attached To Beijing Normal University, Ms. Liang Jie, core member of the National Chinese Curriculum Standard Revision Group and a special-ranked Chinese teacher of Beijing No. 5 High School, and Mr. Yu Weishun, a special-ranked PE teacher of Beijing No. 7 High School, were invited to discuss how to select SSI-L topics and how to conduct the top-level design of the SSI-L activity plan.

Mr. Peng Menghua pointed out that the topic should be based on China’s status quo, combined with local or school characteristics and suitable for students’ participation; at the same time, students should participate in the SSI learning process, and actually apply the scientific knowledge involved to solve problems, rather than simply looking up materials. In the context of the project “Ancient City” designed by Yifu Elementary School in Datong, Shanxi Province, Ms. Liang Jie started from the SKC-CAT model (see Figure 2) and pointed out that the selection and design of topics should be directed to the development of students’ key competencies (Competencies), clearly define the important concepts of the activity (Knowledge), take into account the level of students and follow the law of cognition of students (Students). She also stressed the importance of reflecting on the original intention of research so as to identify the knowledge, improved skills, and developed competencies that students can acquire, and to help teachers implement SSI-L into actual teaching. Mr. Yu Weishun believed that the ultimate goal of SSI-L was to develop students’ key competencies. He stated that the topic should not be too big, but need to consider the positive energy and positive attitude. By introducing the example of “Plastic Track” designed by Jiancaoping Experimental Middle School in Taiyuan, Shanxi Province, he made further elaboration from the scientific principles of plastic track and the impact on physical education, so that students could feel the positive energy in life. Dr. Lin Jing chose the case of “Wild Yellow Croaker” activity plan designed by Wenzhou Dalton Elementary School to provoke thinking from the perspectives of science, economy, politics and culture. She also suggested that the frame and idea of the topic should be determined according to the five-star diagram (see Figure 3), and students’ perspectives, such as their pre-cognition, cognitive ability and interest, should be fully considered.

Combining the design cases of each school and through the explanations of four experts, the teachers at the meeting expressed that they fully understood the outlining role of SSI-L topic selection in the overall design, and would further consolidate the SSI-L topic selection and top-level design of their own schools with what they have learned from the salon. Besides, the project team also expected that the schools could complete the SSI-L topic design and detailed applicable activities by the end of this month, and would invite experts from various subjects in the future to provide further guidance to push forward the whole project.