2024年3月27日下午，首都师范大学附属育新学校社会性科学议题学习合作研究项目研讨会在中学部图书馆会议室顺利举办。北京教科院研究员耿申老师、北京师范大学第二附属中学物理学科特级教师彭梦华等出席会议，与首都师范大学附属育新学校课程中心唐枫主任、级部曹学龙主任、以及项目组成员就本校SSI-L课程开展讨论。
会议伊始，唐枫主任首先分享了学校议题活动的实施情况，并提出“学生手册的改进方向”等具体研讨主题；焦健健老师和李萍老师对课程实施过程中遇到的问题进行补充，涉及学生的参与度和课堂生成性等。与会专家对目前的课程进度及实施效果给予了肯定，并强调了问题的价值以及以学生为主体的任务设计的重要性。
经过与会人员的思维碰撞后，初步得出学生手册的改进方向：手册的主要目的是作为学生思考过程的记录工具。例如，在绘制酿酒流程图的任务中，可以提供更多实例，如糖的流程图，并将其作为模板印制在手册中，与“科学建模”板块相结合。在评价环节，手册可以用于记录学生的点评，包括不足与优点，并鼓励学生进行修改与完善。专家还建议，在记录实验现象时，可以采用表格形式，以引导学生进行更为系统和规范的记录，从而为后续活动提供有力支持。
第二个研讨主题是基于“如何认识酒和饮酒行为”基础上延伸出来的具有争议性的问题：“饮料是否能畅饮？”。耿申老师指出，教师应给予学生充足的时间进行调查研究，并根据学生的思路和提出的问题，搭建平台资源，引导学生自主解决问题并进行归纳总结。教师应在活动过程中适时追问，关注学生的进展，并帮助学生自主建构观点，强调观点的科学性和合理性，从而提升学生的科学思维能力和掌握科学的研究方法。
此外，与会人员还就如何平衡主题学习和跨学科学习进行了深入讨论。主题学习活动与跨学科学习活动虽有所不同，但都遵循问题解决的逻辑，且都对未来教育具有重要意义。主题学习围绕特定主题进行设计，而跨学科学习则侧重于学科知识的综合应用与融合。两者都是落实学生核心素养的重要途径。
本次研讨会的讨论氛围热烈，与会成员畅所欲言，相互启发，为初二项目组提供了切实可行的行动建议，并明确了下一阶段课程建设的方向。
图文供稿：育新学校 焦健健
On the afternoon of March 27, 2024, the Yuxin School Affiliated to Capital Normal University successfully convened its SSI-L Project Collaborative Research Seminar at the conference room in the high school department library. Geng Shen, a researcher at the Beijing Academy of Educational Sciences, and Peng Menghua, a special-rank physics teacher of the Second Affiliated Middle School of Beijing Normal University, attended the meeting. They discussed the school’s SSI-L curriculum with Tang Feng, director of the school’s Curriculum Center, Cao Xuelong, head of the grade department, and other project members.
At the beginning of the meeting, Tang Feng first shared the implementation status of the school’s issue-based activities. She then proposed specific discussion topics, such as “directions for improving the student manual”. Jiao Jianjian and Li Ping provided additional information on the problems encountered during the course implementation, which involved student participation and in-class generative learning. The experts at this meeting acknowledged the current course progress and implementation outcome, and emphasized the value of those problems and the importance of student-centered task design.
After a clash of ideas among the participants, the direction for improving the student manual was initially developed: the primary purpose of the manual is to be used as a tool for recording students’ thinking processes. For instance, drawing a brewing process flowchart can provide more examples, such as a sugar flowchart which could be printed out in the manual as templates in correspondence to the “scientific modeling” section. In the evaluation section, the manual can be used to record students’ reviews, including strengths and weaknesses, which encourages them to make modifications and improvements. The experts also suggested using tabular forms to record experimental phenomena, which can guide students in making records systematically and standardly, and thereby provide strong support for subsequent activities.
The second discussion topic was a controversial question “Can beverages be consumed freely?”, which was extended from the issue of “How to understand alcohol and drinking behaviour”. Geng Shen pointed out that teachers should give students sufficient time for investigation and research, and provide platform resources in accordance with the ideas and questions students raised. This would guide them to independently solve the problems and summarize their findings. Teachers should ask questions at appropriate moments while carrying out activities, pay attention to students’ progress, and help them construct their viewpoints independently. The scientific and reasonable nature of students’ viewpoints should be emphasized to enhance their scientific thinking abilities and understanding of scientific research methods.