[SSI Learning] 全国小学学段研讨纪要（2021-04-07）
Minutes of the online meeting for SSI Learning project in elementary schools (04/07/2021)

北京师范大学SSI-L小学组本学期的工作已经开展一个月有余，各校在议题设计和教学实施过程中积累了很多的经验和问题，特于2021年4月7日晚上7:30至9:40在腾讯会议室举行在线研讨会。全国小学学段负责人、北京市通州区教师研修中心小学特级教师曹春浩老师，学科指导专家组组长北京师范大学二附中特级教师彭梦华老师和项目负责人林静老师等出席指导，基地校近40位教师参与了本次研讨。

曹春浩老师首先带领小学组骨干教师回顾北卡SSI《帝王蝶》的典型案例，详细解读议题设计中的巧妙之处，模型与建模蕴含于驱动性问题、终结性评价等活动环节，在整个单元中起到了链接作用。曹老师借此提醒各校骨干教师，在议题设计中，要注重关键科学素养在议题中的贯穿和引领作用，确保在议题学习的全过程中学生参与科学实践。

山西省大同市平城区文慧小学蔡雪姣老师发言，介绍该校议题改动情况。上学期该校设计《新冠疫情群体免疫》议题。该校团队经过反思，重新开发了新议题《校门口小商店的食品能不能吃？》，并分享了该议题预期的五项活动：活动①学生把喜欢的食品带到课堂，根据食品包装说明来分析有包装食品的成分，利用器材实验说明无包装食品的成分；活动②学生运用营养知识，设计一份科学合理的一日食谱，通过模拟配菜了解营养全面、多样、均衡的重要性；活动③学生了解食品的加工生产过程、消化吸收过程后，为喜爱的食品做绘本；活动④开办食品博览会，在活动中学生了解食品安全、法律法规政策、加工食品和天然食品的安全性；活动⑤就驱动性问题展开辩论。该议题开展的基本思路是，从认识食物的营养成分和添加剂，到运用知识形成平衡膳食的思维，再结合社会经济过程了解食物从生产到消费的过程，最后综合法律政策、经济建设、营养膳食、食品安全、商业道德，从不同角度辨析议题。温州道尔顿小学鲍珍怡老师提议，可以让学生调查校园附近小商店中食品的种类、学生喜欢吃的食品种类、学生消费食品的情况，并对几种具有代表性的食物进行分析；可以让学生采访小商店老板，了解其食品进货渠道、食品安全保障措施等。可以根据实际情况，把《对小商店食品安全管理的建议书》《合理购买食品、平衡膳食的倡议书》作为议题的终结性评价。曹春浩老师建议，对于色素等饱受争议的添加剂的安全性，议题可以通过实验做直观展示，有利于议题科学性的展开，加强学生的参与感。

山西省大同市逸夫小学李玲介绍《古城微缩模型》议题的实施情况。该校的议题规划已经完成，共计五个单元活动14个课时，已经完成5个课时的教学，并进行了一些额外拓展，预计在接下来一段时间继续进行单元学习，并与大同市博物馆展开进一步合作教学。但议题还有一部分遗留问题有待解决，例如让学生构建因果模型图。该校团队反思认为，由于战线拉得太长，导致学生学习状态趋于平淡，教师教学渐露疲态；由于课下联系不紧密，学生小组合作没有有效开展；由于教师学科出身单一、交流不足，导致学科融合没有做好；由于学生的知识储备不足、教师对课堂节奏把握的经验不足，导致教学效果不能达到预期。林静老师回应因果模型图问题称，建议学生以思维导图或概念图的形式寻找相关关系，若有条件再从中挖掘因果关系，若学生思维水平无法达到，不必强求因果关系的得出。鲍珍怡老师提议，古城微缩模型的文科属性较强，在议题设计和教学中一定要有语文学科教师的参与。彭梦华老师认为除了加强文科教师的参与，还要加强理科教师的文科素养。林静老师也认为，各校SSI-L项目负责教师是议题开发和实施的主心骨，只有教师不断自我提升，才能保证SSI-L实施效益最大化，此外也建议各校的各学科教研组长能够每月参与一次SSI-L研讨，共同解决跨学科融合的难题。

鲍珍怡老师还分享了温州道尔顿小学近期SSI-L项目开展的情况。该校《海洋塑料垃圾污染》议题优化了设计逻辑，将内容线分为塑料、海洋两条并行开展，情境线分为模联、温州环保局两类，分别用于六年级和四年级学生活动。该议题的教学实施已经进行到模联代表竞选，后续准备增加一项“21天减塑挑战”活动。该校对第一个议题《大黄鱼》的开发过程进行了反思，后期将进一步改进驱动性问题结构；而《海洋塑料垃圾污染》的设计思路则是依照问题发生发展逻辑梳理，更加清晰。彭梦华老师赞扬该议题修改后更加体现了塑料的有用性，明确了全球范围内塑料治理的困难，能够让学生从身边做起、培养减塑意识，内容更脚踏实地了。

林静老师对本次研讨会进行总结，首先充分肯定各校在SSI-L研究上的深入与良好的进展；其次鼓励已经开发出议题的学校要继续坚持实施、保持信心，不断落实和修正原有议题的价值定位，联合参与学生来不断改进议题的顶层设计与课堂教学；再者林静老师提醒各位骨干教师，要关注如何激发和保持学生对SSI的学习兴趣，授课时可以邀请本校其他教师听评课，从他们的视角给出建议，同时在小学组后续的定期研讨中一起交流实施中遇到的各种问题，推进项目的实效性。

The work of SSI-L project in primary school of Beijing Normal University has been implemented for more than one month, and each school has accumulated many experiences and questions in topic design and teaching practice. At 7:30-9:40 pm of April 7, 2021, an online seminar was held in Tencent Conference Room. Cao Chunhao, the leader of national primary school section and the special-class teacher of Beijing Tongzhou Teacher Research Center Primary School, Peng Menghua, the leader of subject guidance expert team and special-class teacher of the Second High School Attached to Beijing Normal University, and Lin Jing, the project leader, and others participated the seminar to provide guidance, and almost 40 teachers from partner schools attended the seminar.

Cao Chunhao first guided backbone teachers at primary school team to review the typical case of “Monarch Butterfly” of North Carolina SSI, explained in detail the subtlety in topic design, as well as the activity part of models and modeling embedded in the driving problem, and final assessment, which act as a connection throughout the unit. Cao reminded backbone teachers in each school that in designing the issue, it is important to focus on the connecting and guiding function of scientific quality in the issue, so as to ensure that students participate in the science practice during the whole process of topic learning.

Cai Xuejiao, from Wenhui Primary School of Pingcheng District, Datong, Shanxi, introduced the issue changing situation of the school. In the last semester, the school has designed the topic of “Herd immunity against COVID-19”. After reconsideration of the school team, a new topic was re-developed into “Whether the food in the small shops at the school gate can be eaten”. Cai also shared the expectation of five activities of the issue. In activity one, students bring their favorite food in class, analyze the ingredients of the food with package accordingly, and use equipment experiment to explain the ingredients of food without package. In activity two, students use nutrition knowledge to design a scientific and reasonable one-day recipe, and understand the importance of comprehensive, diversified, and balanced nutrition via simulated collocation. In activity three, after students understand the processing and production process and digestion and absorption process of the food, students make picture books based on their favorite food. In activity four, school set up food fair for students to understand food safety, laws, regulations and policies, and the safety of processed food and natural food. In activity five, discussion of driving problems is conducted. The basic idea of learning the issue is from knowing the nutrition and additives of food to using your knowledge, to form the mindset of balanced diet, then to understanding the process of food production till consumption under the socio-economic background, finally to discussing the issue from different perspectives integrating law and policy, economic construction, nutrition, food safety, and business ethics. Bao Zhenyi, from Wenzhou Dalton primary School, proposed that it is possible for students to investigate the snack types, students’ favorite snacks, and students’ consumption of snacks in the small shops around the school, and to analyze several types of typical snacks; it is also possible for students to interview the shop owners to understand the food purchase channels and safeguard measures of food safety. According to the actual situation, “Suggestions for Food Safety Management in Small Shops” and “Proposal for Reasonable Snack Purchase and Balanced Diet” can be taken as the final evaluation of the issue. Cao Chunhao suggested that the experiment of controversial additives safety issue such as coloring can be conducted in the issue to make visual presentation, which is beneficial for the scientific implementation of the issue and enhances students’ participation.

Li Ling, from Yifu Primary School, Datong, Shanxi, introduced the implementing situation of the issue “A Miniature Model of the Ancient City”. The plan of the issue has already finished, including 14 classes of 5 unit activities, wherein 5 classes have been completed, and extra expansion has been conducted. It is estimated that the learning will continue for some time, and the further cooperative teaching with Datong Museum will be developed. However, there are still some leftover problems need to be solved, such as requiring students to build causal model chart. The team of the school considered about the issue, and believed that it is because the learning process was too long, so that students’ learning condition tended to be flat, and teachers grew tired; due to that there was no close connection after class, the cooperation of student groups were not effectively carried out; due to that teachers were from single subject without enough communication, the discipline integration was not done well; due to that students have insufficient knowledge reserve and teachers have insufficient experience to control the teaching pace, the teaching effect cannot reach the expectation. Lin Jing replied about the causal model chart, saying that students should find connection in the form of mind maps or concept maps. If students have spare capability, it is possible to explore causal relationship, but if students’ thinking cannot reach the level, there is no need to get the causal relationship. Bao Zhenyi suggested that the topic of Miniature Model of the Ancient City has strong art nature, so it is important to have teachers of Chinese subject to participate in the tissue design and teaching. Peng Menghua believed that apart from enhancing participation of teachers of art subject, it is also necessary to strengthen art quality of science teachers. Lin Jing also believed that teachers in charge of SSI-L project in each school is the backbone of topic development and implementation. Only by continuous self-improvement of teachers can we ensure the maximum benefit of SSI-L implementation. Additionally, it is also suggested that the leader of teaching and research group of each subject of all schools can participate SSI-L seminar once a month, so as to jointly solve the problem of interdisciplinary integration.

Bao Yizhen also shared the implementation situation of recent SSI-L project of Wenzhou Dalton primary School. The school’s topic “Plastic Waste Pollution in the Ocean” have had optimized design logic, and the content was divided into plastic and ocean lines to go parallel, while the context was divided into two types including Model United Nations and Wenzhou Department of Environmental Protection, which are suitable for students in Grade Six and Grade Four. The teaching practice of this topic has already implemented to representatives’ selection of Model United Nations, and the activity of “21 Days Challenge of Fat Loosing” will be added in the following. The school had consideration for the development process of the first topic “Large Yellow Croaker”, and the construction of driving problem will be further improved later; while the design concept of “Plastic Waste Pollution in the Ocean” will be sorted out according to the developing logic of the problem, which will be more explicit. Peng Menghua confirmed that the topic after change shows more usefulness of plastic, and clarified the difficulty of plastic treatment worldwide, so as to ask students to start from themselves in cultivating the consciousness of plastic reduction, with more down-to-earth content.

Lin Jing made summary of this seminar. First, she fully confirmed the in-depth research and good progress of SSI-L in each school. Second, she encouraged the schools with already developed the plan for SSI-L to keep implementing with confidence, to continuously carry out and adjust the value proposition of the original topics, and to cooperate attending students to keep improving the top-level design and class teaching of the topics. Moreover, Lin Jing reminded each backbone teacher to focus on how to inspire and maintain students’ learning interest towards SSI. It is possible to invite other teachers to listen to the class and ask them to provide suggestions accordingly. They can communicate about the problems existing in implementation in the following regular seminar of primary school section to promote the effectiveness of the project.