[SSI Learning] 全国小学学段研讨纪要（2021-01-13）

为提升各校SSI-L活动的方案设计质量和课程实施效益，北京师范大学SSI-L项目组小学组于2021年1月13日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、北京师范大学二附中特级教师彭梦华老师、山西省教育科学研究院尚秀芬老师，还有项目负责人林静老师等学科专家出席指导，来自9所基地校的四十余名教师参与了本次研讨。

山西省大同市逸夫小学校李玲老师首先发言，进一步介绍该校《大同古城》SSI-L项目的设计和实施情况。一方面，介绍了调查、游戏、信息整理、实验、建模的活动方式和课程设计的完善情况，其中详细介绍活动一和活动三，使学生意识到木制建筑的优缺点；另一方面，反思了实施中的问题，一是学生的小组协调度不高，教师对课程时间的安排不够精细，二是自我评价中学生难以发现自身的亮点，对此分析深层原因，项目组教师认为可能是由于学生不清楚自我评价的标准。

山西省太原市尖草坪区科技实验小学高蕊老师点评道，课程评价的过程性目标是提升学生科学素养、培养学生对家乡的热爱，针对这个目标，第一个问题应当缩小，第二个问题可以增加环节“为什么要做这个模型”起脚手架作用。山东省荣成市府新小学席爱军老师点评道，通知书发放环节仪式感强，让孩子有荣誉感，非常有意义，为凸显争议性；SSI题目可以更加明确是非的二元判断；根据五星图，课题可以增加建筑修复的工费、成本、大同古城的微缩模型环节，通过一系列的问题渗透，让学生从内心当中感受到古城建筑结构的魅力和古城修复的意义。

山西省大同市平城区御河小学谢凯旋老师发言，介绍该校《黑色的金子》SSI-L项目的设计和实施情况。该校增加了项目组的成员，经过前期探索变更了SSI-L活动主题，结合各学科课程内容、国情乡情，通过调查问卷确定学生们对“大同的蓝天”更加感兴趣，进而确定了《黑色的金子》这个课题。议题设计了5个驱动性问题，共15个课时，目前做了前期的准备工作，后期会加快进度。

湖南省长沙市高新区麓谷小学廖拥红老师提问，学生感兴趣的是“蓝天”还是“煤”？调查过程是否严谨？议题的选择很符合当地的实际情况，但是否符合小学生的认知水平？是否有实施基础和技术储备？研究预期对学生起到怎样的作用？黑龙江省哈尔滨市继红小学校赫英红老师提问，材料中所引用的政策是针对煤炭企业发展的，是否可以寻找针对环境保护的政策？驱动性问题采用问题式是否会更好一些？是否需要采用更具争议性的问题？五星图的设计很好，但是否可以跟驱动性问题有更好的契合？资源框图内是否可以增加“可持续发展”？活动3是重点内容，是否可以增加环节使其更加丰满？活动2和活动3是否应当调换顺序？希望该校通过这个课题的学习提升学生的社会责任意识。彭梦华老师点评道，逸夫小学的新议题《黑色的金子》主题很合理，煤炭与人们的生活比较接近，很多学生家长的工作与煤炭相关。林静老师也赞扬了御河小学敢于自我否定的精神，并提出疑问，《黑色的金子》的设计是否关联了各个学科课标要求？在小学阶段如何定话题？

浙江省温州市道尔顿小学吴煦老师发言，进一步介绍该校《温州大黄鱼》SSI-L项目的设计和实施情况。在课题的前期准备工作中，教师认为学生对大黄鱼不是很熟悉，但是当探讨是否将野生大黄鱼列入野生动物名录时，学生却有很多观点，说明学生对社会性问题已经有自己的先备知识和思考方式，因此后期将议题改成《在禁渔期，妈妈买来野生大黄鱼，我该怎么办？》。实施中，学生提出了很多问题如“妈妈买的是不是野生大黄鱼？什么是禁渔期？”，学生在活动中了解野生大黄鱼的特点、讨论海洋生物保护策略，进行“野生大黄鱼的生存现状”问卷调查、小组合作制作海报等。其次，该校项目组也提出疑问，活动内容是否符合小学生的认知？从科学的角度看我们的建模是否合适？

山东省威海市千山路小学徐连超老师提问，议题的科学性是途径和工具，最终为议题的社会价值服务，辨析野生大黄鱼的概念是否属于社会性问题？“妈妈在禁渔期买来野生大黄鱼”是违法行为，是否适合作为议题？山西省大同市平城区文慧小学云海芳老师提问，如何进行课程评价？林静老师提问，野生大黄鱼在禁渔期能买到是普遍存在的社会现象吗？是否具有较大社会影响？

最后，彭梦华老师总结道，SSI-L课题在中国的实践还在起步阶段，肯定会不断遇到新的问题，老师们在课程的设计和实施中要做好充足准备，不断摸索、及时想出针对性的解决办法，走出自己的路。林静老师总结道，在课题设计和实施中，老师们用心投入、做了很多工作，对各地特色有了一定了解，感谢大家的探索精神和共享精神，使大家得以共同成长，希望大家在整个项目实施过程中做好记录反思，比如录像、文稿提炼等。后续我们项目的实施需要线下碰面，届时采用同伴互助的方式，我们既当学生又当老师，碰撞出更多思维的火花，能够有更多的收获。期待春暖花开时，我们能够相聚探讨。

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In order to improve the quality of program design and the effectiveness of curriculum implementation of SSI-L activities in each elementary school, the BNU SSI-L Project Team of Elementary Schools held an online seminar via Tencent meeting on January 13, 2021. Cao Chunhao, head of national elementary school section of SSI-L project and a special-ranked teacher at the Education and Research Center of Tongzhou Distrcit of Beijing, Peng Menghua, a special-ranked physics teacher from the Second High School Attached To Beijing Normal University, Shang Xiufen, a teacher from the Shanxi Academy of Educational Sciences, together with the project leader Lin Jing and other disciplinary experts attended the discussion. Over 40 teachers from 9 partner schools participated in the seminar.

Li Ling, a teacher from Yifu Elementary School in Datong, Shanxi Province, spoke first to introduce in details the design and implementation of the SSI-L project on “The Ancient City of Datong” in her school. On the one hand, she introduced the activities of investigation, games, information management, experiments and modeling as well as the refinement of curriculum design, in which Activity 1 and Activity 3 were emphasized to make students aware of the advantages and disadvantages of wooden buildings; on the other hand, she also reflected on the problems in the implementation process, one being the lack of group coordination among students and the lack of exquisite time management by the teacher, and the other being the difficulty for students to find their own highlights in self-evaluation. In this regard, teachers of the project team thought that the deep reason might be due to the students’ lack of clarity on the criteria of self-evaluation.

Gao Rui, a teacher from the Science and Technology Experimental Primary School in Jiancaoping District of Taiyuan, Shanxi Province, commented that the process goal of the course evaluation was to improve students’ scientific literacy and cultivate their love for their hometown. To achieve this goal, this first question should be narrowed down and the second question should be added a section by asking “why should we make this model” to play a scaffolding role. Xi Aijun, a teacher from Fuxin Primary School in Rongcheng, Shandong Province, commented that issuing the notification letter was such a ceremonial way that it could give students a sense of honor. He mentioned that to highlight its controversial nature, the SSI topic could be more clear about the binary judgment of right and wrong. In his comments, he also said that based on the five-star diagram, the topic could add elements like labor, cost of building restoration, and the miniature model of the ancient city Datong, etc. Thus, through a series of questions penetration, the students can feel from their heart the charm of the architectural structure and the significance of ancient city restoration.

Xie Kaixuan, a teacher from Yuhe Primary School in Pingcheng District, Datong, Shanxi Province, introduced the design and implementation of the SSI-L project “The Black Gold”. The school increased the number of project team members, changed the topic of the SSI-L activity after preliminary exploration, combined the curriculum content of various subjects as well as national and local conditions, and determined through a questionnaire that students were more interested in the “blue sky of Datong”, and then eventually decided on the topic of “Black Gold”. The topic is designed with 5 driving questions in a total of 15 lessons. Its preliminary preparations are currently done, and the further progress will be accelerated in the later stage.

Liao Yonghong, a teacher from Ligu Primary School in High-tech District of Changsha, Hunan Province, asked a series of questions, including, were the students interested in “blue sky” or “coal”; is the investigation process rigorous; does the topic meet the cognitive level of elementary school students though it’s in line with the local situation; are there any implementation infrastructure and technical reserve in place and what is the expected effect of the study on students. He Yinghong, a teacher from Jihong Elementary School in Harbin, Heilongjiang Province, asked the following questions: is it possible to look for some environmental protection policies as the policies cited in the study are directed at the development of coal companies; would it be better to adopt a problem-based approach to driving questions; is it necessary to use more controversial questions; the five-star diagram is a good design, but could it be a better fit with the driving questions; could “sustainability” be added to the resources box; Activity 3 is quite an essential content, but could it be fleshed out with more elements; should the order of Activity 2 and Activity 3 be switched? Ms. He hoped that the school would enhance students’ awareness of social responsibility through this topic. Mr. Peng Menghua commented that the new topic “Black Gold” from Yifu Primary School was very reasonable as coal was closer to people’s lives and many parents’ jobs were related to coal. Dr. Lin Jing also praised the self-denial spirit of Yifu Primary School and questioned whether the design of “Black Gold” was related to the requirements of curriculum standards of each subject and how to decide the topic at the elementary school level?

Wu Xu, a teacher Wenzhou Dalton Elementary School in Wenzhou, Zhejiang Province, gave a presentation on the design and implementation of the school’s SSI-L project on “Wenzhou Yellow Croaker”. In the preliminary preparation of the project, the teacher thought that the students were not very familiar with yellow croaker, but when discussing whether to include wild yellow croaker in the wildlife list, the students had a lot of opinions, indicating that the students already had their own prior knowledge and ways of thinking about social issues, so the topic was later changed to “what should I do when my mom buys wild yellow croaker during the closed season”. While in the implementation, students raised many questions such as “is the fish my mother bought wild yellow croaker” and “what is the closed season”. During the activity, students learned about the characteristics of wild yellow croaker, discussed marine conservation strategies, conducted a questionnaire survey on the survival status of wild yellow croaker, and worked in groups to make posters. Besides, the project team of the school also questioned whether the content of the activity was in line with elementary school students’ perceptions and whether the modeling was appropriate from a scientific point of view.

Xu Lianchao, a teacher from Qianshan Road Primary School in Weihai, Shandong Province, pointed that the scientific nature of the topic is an approach and a tool to serve its social value, and asked whether the concept of identifying wild yellow croaker is a social issue. Furthermore,  is “mom buys wild yellow croaker during the closed season” appropriate to use as a topic as the act is illegal? Yun Haifang, a teacher from Wenhui Primary School in Pingcheng District, Datong, Shanxi Province asked how to evaluate the curriculum. Dr. Lin Jing asked, is it a common social phenomenon that wild yellow croaker can be bought during the closed season and does it have a huge social impact?

Finally, Mr. Peng Menghua concluded that the practice of SSI-L project in China was still in its infancy and would definitely encounter new problems. Teachers should be well prepared in the curriculum design and implementation, constantly explore, come up with timely and targeted solutions, and find their own way. Dr. Lin Jing pointed that in the project design and implementation, all the teachers had put their hearts into it, completed a lot of work, and had a certain understanding of each project’s characteristics. She expressed appreciation to the spirit of exploration and sharing which made everyone grow together and hoped the teachers would make records during the implementation process, such as video, manuscript refinement, etc. Offline meeting for the subsequent implementation of the project will be needed, and the project team will adopt a peer-to-peer approach to help each other, in a wish to have more sparks of thinking and more profound discussions in the future.