2024年7月3日19:00-21:00，SSI-L项目组在腾讯会议举行了在线研讨活动，专注于探讨北京市东城区体育馆路小学的SSI-L课程设计“预制菜能否放心吃？”。此次会议由SSI-L项目学科指导专家组组长、北京师范大学第二附属中学物理学科特级教师彭梦华老师主持，SSI-L项目负责人、特邀专家以及三所合作校的教师团队在线参与。
马羽婷老师代表北京市东城区体育馆路小学详细介绍了对预制菜议题的研究设想。她从预制菜的定义、种类、发展历程谈起，分析了预制菜产业的迅速扩张及其带来的社会争议。马老师特别强调了预制菜的营养价值和食品安全问题，以及这些问题如何与学生的生活经验相联系。她提出的课程设计包括一系列实践活动，如让学生调查家庭成员对预制菜的态度、亲自体验预制菜的制作过程，以及通过问卷调查了解社会大众对预制菜的看法。
基于体育馆路小学的课程设计思路，北京教育学院石景山分院马强老师分享了他们对预制菜议题的研究。他提出，教师可以发动学生来构建预制菜的未来发展模型，培养学生对预制菜全面和清晰的认知，强调在教学过程中不给孩子强化固定结论的重要性，要让学生在认识、实验、探究和构建的过程中形成个人对预制菜的立体化认识。
北京师范大学第二附属中学韩立新老师从课程开发的角度分析了预制菜议题的教育价值，梳理了如何设定课程目标和内容，以及如何通过预制菜这一议题来培养学生的科学素养和社会责任感。韩老师提出，课程设计应聚焦于学生对饮食文化的了解和体验、劳动意识以及健康观念的形成，强调教学中应保持中立，为学生提供表达和讨论的空间，让学生在探究过程中形成自己的见解和理解。
与会其他老师围绕着如何将预制菜议题融入课程，以促进学生的全面认知和技能发展进行深入讨论。首都师范大学附属育新学校唐枫老师关注了预制菜与学科教学的结合点，李萍老师提出在教学中引导学生形成个人观点的重要性，而焦健健老师则建议在不同学段融入科学实验，以培养学生的科学思维和实践能力。北京师范大学第二附属中学符永兰老师分享了低碳饮食与健康饮食结合的经验，王东宁老师提出了将实践活动前置以增强学生体验的建议。
SSI-L项目负责人林静老师点评“预制菜能否放心吃？”设计思路，肯定了预制菜议题的教育意义，提倡应彰显跨学科主题学习框架来设计活动，强调活动促学生独立思考和科学探究。她认为，学生可通过一些实践活动来了解食品加工过程与技术，并基于科学证据对预制菜的安全性作出理性判断。此外，她指出避免过多地让学生去开展各种调查，应增强科学思维与实践活动来提升创新思维与创造性解决问题能力，以培养学生的科学思维、社会责任和实践技能。
彭梦华老师对会议进行了精炼的总结，强调了社会性科学议题学习在深化素质教育中的核心作用，并肯定了教师们在研讨中展现出的专业性和创造性。他鼓励教师们将会议成果应用于教学实践，以促进学生的全面发展。
On July 3, 2024, from 19:00 to 21:00, the SSI-L project team held a webinar via Tencent Meeting, focusing on the curriculum design of Tiyuguan Road Primary School in Dongcheng District, Beijing, “Is it safe to have pre-packaged food?” The meeting was chaired by Peng Menghua, the head of the disciplinary guidance expert team of the SSI-L project and a special-rank physics teacher of the Second High School Attached to BNU. The SSI-L project leader, invited experts, and teaching teams from three partner schools participated online.
On behalf of Tiyuguan Road Primary School, Ma Yuting introduced in detail the research design of pre-packaged food issue. She started with the definition, classification, and development history of pre-packaged food, and analyzed the rapid expansion of the industry, as well as the social controversies it has brought. Ma particularly emphasized the nutritional value and food safety issues, and how these issues are related to students’ life experiences. The course design she proposed includes a series of practical activities, such as asking students to investigate their family members’ attitudes towards pre-packaged food, experiencing the process of making pre-packaged food by themselves, and understanding the public opinion on pre-packaged food through questionnaires.
Based on the curriculum design of Tiyuguan Road Primary School, Ma Qiang, from Beijing Institute of Education, Shijingshan Branch, shared their research on the issue of pre-packaged food. He proposed that teachers can mobilize students to build a future development model for pre-packaged food and foster their comprehensive and clear understanding of pre-packaged food. He emphasized the importance of not reinforcing fixed conclusions for children during the teaching process, so that students can develop a three-dimensional understanding of pre-packaged food in the process of understanding, experimentation, inquiry and construction.
Han Lixin, from the Second High School Attached to BNU, analyzed the educational value of the pre-packaged food issue from the perspective of curriculum development. He sorted out how to set curriculum goals and content, and how to develop students’ scientific literacy and social responsibility through the issue of pre-packaged food. Han proposed that curriculum design should focus on students’ understanding and experience of food culture, and the formation of labor awareness and health concepts. He emphasized that teaching should remain neutral, providing students with space for expression and discussion, and allowing them to develop their own insights and understandings in the process of inquiry.
Other teachers at the meeting had an in-depth discussion on how to integrate the issue of pre-packaged food into the curriculum, so as to promote students’ comprehensive cognition and skill development. Tang Feng from the Yuxin School affiliated to Capital Normal University focused on the combination of pre-packaged food and subject teaching. Li Ping stressed the importance of guiding students to form personal opinions in teaching, while Jiao Jianjian suggested integrating scientific experiments into different stages of learning to foster students’ scientific thinking and practical ability. Fu Yonglan from the Second High School Attached to BNU shared the experience of combining low-carbon diet with healthy diet, and Wang Dongning proposed the suggestion of putting practical activities up-front to enhance students’ experience.
SSI-L project leader Lin Jing commented on the issue design of ”Is it safe to have pre-packaged food?” She affirmed the educational significance of the pre-packaged food issue. She advocated that activities should be designed to highlight the interdisciplinary theme learning framework, emphasizing that activities should promote students’ independent thinking and scientific inquiry. She believed that students could understand food processing and technology through some practical activities, and make rational judgments on the safety of pre-packaged food based on scientific evidence. In addition, she suggested avoiding asking students to conduct too many investigations. Scientific thinking and practical activities should be enhanced to improve innovative thinking and creative problem-solving skills, and meanwhile to cultivate students’ scientific thinking, social responsibility and practical skills.
Peng Menghua gave a concise summary of the meeting, emphasized the core role of SSI learning in deepening quality education, and affirmed the professionalism and creativity shown by teachers in the seminar. He encouraged teachers to put the meeting results into teaching practice to promote the all-round development of students.