2024年2月28日~3月10日，北京师范大学“社会性科学议题学习（SSI-L）”项目办在2所北京师范大学基础教育发展管理部“撷英计划”合作校，即北京师范大学附属实验中学、北京师范大学亚太实验学校，继续开展集体备课、课堂观察以及课后讨论等一系列教学研究活动。
这两周，2所合作学校陆续开授了新学期第一课。延续上学期对“全球变暖了吗”的探讨，本学期项目团队将带来学生依次解码全球变暖的危害、变暖的机制、应对全球变暖等课程内容。在课前课后的研讨活动中，各成员整合文献资料、精心编排组织、集思广益设计课堂活动、反复讨论演练、最终确定方案，并在教学过程中付诸实施，课后针对课堂反馈问题，及时思考调整、完善教学方案。在课堂上，学生踊跃发言、积极思考，同时，针对教师提出的问题，阅读资料、整理归纳要点、提出自己的观点，并且勇于分享，乐于评价。这些课堂设计能充分激发学生科学探索的兴趣、提升学生科学思维。新年新学期新起点，项目组继续前行，不断探索，帮助学生们成为勇于探索未知的“小能手”。
From February 28th to March 10th, 2024, the Beijing Normal University Socioscientific Issues-based Learning (SSI-L) Project office continued to carry out a series of teaching and research activities, such as collective course preparation, classroom observations, and after-class discussions, in two partner schools of the BNU Basic Education Development and Management Department’s Xieying Program — the Experimental High School Attached to Beijing Normal University, and the Asia-Pacific Experimental School of Beijing Normal University.
In the past two weeks, the two partner schools have successively started their first class in the new semester. Following the discussion of “Is the planet getting warmer?” in last semester, the project team will guide students to decode the hazards of global warming, the mechanism of global warming, and the responses to global warming in this semester. During the pre- and post-lesson preparations, teachers have integrated relevant literature, carefully orchestrated and organized the lessons, and brainstormed the in-class activity design, repeatedly rehearsed the teaching activities, and eventually determined the teaching plan. They have also put it into practice throughout their teaching. In response to the class feedback, they have thought over, adjusted, and improved their teaching plan after class in a timely manner. In class, students have spoken up enthusiastically and engaged in active thinking. Meanwhile, in response to the questions raised by the teacher, students have gone through the reading materials, sorted out and organized key points, put forward their own opinions, and had the courage to share their own ideas and evaluate others’. Such activities can fully stimulate students’ interest in scientific exploration and enhance their scientific thinking skills. Standing on the new starting point of the new semester of the new year, the project team will continues to move forward and explore, so as to help students become “little experts” who are brave enough to explore the unknown.