2021年9月22日晚19:00-20:30，SSI-L项目小学组在腾讯会议室举行线上研讨，对山西省大同市御河小学“黑色的金子”议题做深入分析，以下是研讨的主要内容。
山西省大同市御河小学谢凯旋老师介绍“黑色的金子”议题的发展情况。该议题依据上次研讨的反馈进行了较大的修改，在“采煤为我们带来了什么”这一部分中，增加了有关采煤的各方面影响的调查任务，增加了组织观看“万人坑”的活动环节；把此前暂未确定的小组合作展开演讲的题目确定为“我了解的黑色金子”；在“煤炭是否应该继续开采”这一部分中，要求学生总结好资料，然后在熟悉资料的情况下开展辩论，确定了辩论赛的主题为“煤炭的未来”，并给出了若干个教师需要引导的方向；在辩论赛后增加一个环节，总结并思考“保护煤炭资源应该采取什么措施”。学生自主拓展获得新知识比较有限，教师需要在这方面更多引导学生。接下来的一段时间，该校项目组会依据学生问卷调查的结果修改活动设计，加大对学生团队合作的引导，增加课时以保障新增内容有充分时间完成。
黑龙江继红小学赫英红老师建议将五星图的每个维度拆分到五个活动中，然后再整合；例如第一个活动“了解煤炭的形成”可以与“资源”维度结合；第二个活动“煤炭的开采”与“政策”维度整合；第三个环节“采煤为我们带来了什么”与“经济、环境或人文”维度整合；前三个活动为第四个活动的辩论赛整合各维度打下基础。
山西省大同市平城区文慧小学蔡雪姣老师建议，此前版本的方案中有“清洁能源”的内容，如果删除有些可惜，这个内容与第四部分关系紧密，应该保留下来。第四个活动涉及到众多知识，例如经济效益、就业岗位、煤炭价格规律、棚户区异地搬迁、旧矿场与环境保护、相关政策，是否提供了充足全面的资料？这些资料如果要全面把握，可能需要第四个活动的时间再延长一些。在项目的最后增加一个“向有关部门提建议”的环节，落实项目“热爱家乡”等情感态度的目标。
山西省太原市尖草坪区科技实验小学高蕊老师建议，把新能源的介绍放在第一个环节“煤的形成”，并且这个环节可以进一步拓展和挖掘内容。第二个环节关于环境污染与保护的内容偏少，也可以作为重点探讨。
曹春浩老师提问：学生持有的证据是否能够论证出结论？推理论证中的逻辑思维是否应当成为重点关注的内容？五星图中涉及的内容非常广，如何能够聚焦、做到具有针对性？哪些学习内容最有助于解决争议性问题？如何设置一个争议性问题，升华议题的影射效果？
林静老师建议：煤资源的不可再生、采煤燃煤带来的污染问题应当予以突出。这些问题在西方曾经出现过，他们是如何解决的？在议题中可以做一定的介绍。清洁能源问题不仅涉及科技，还涉及经济，可以给学生一些资料让他们去权衡利弊。在伦理方面，可以呈现煤炭相关的恶性事件，不避讳“坏”的一面，引导学生客观科学地面对和解决问题。活动的设计还需要更细腻一些，把抽象的问题具体化，活动中多设置脚手架确保学生投入学习之中。
彭梦华老师点评：过去煤的使用非常贴近生活，但随着时代发展，煤与儿童的距离越来越远，需要重视破冰的问题，让学生亲身体验并产生情感，才能更深入地卷入学习之中。煤的使用方式也是经过演变的，单纯的煤块不容易燃烧，制成蜂窝煤才便于使用，儿童很有可能不了解这些内容，需要在课程中给予介绍。近些年利用煤制造其他种类工业原料的技术逐渐发展，新的煤炭利用方式也可以在课程中给予介绍。议题中可以穿插煤涉及的历史，例如日本侵华掠夺煤资源、改革开放后山西煤老板的故事等。
On September 22, 2021, from 19:00 to 20:30, the primary school group of the SSI-L project held an online meeting via the Tencent conference room to analyze the topic of “Black Gold” at Yuhe Primary School in Datong, Shanxi Province.
Xie Kaixuan from Yuhe Primary School in Datong, Shanxi Province introduced their topic “Black Gold”. Based on the feedback of the last meeting, this topic was greatly modified. In the section of “What Coal Mining Has Brought Us”, the investigation task about the impact of coal mining and the activity of watching the “10,000 pits” were added. In the section of “Should Coal Continue to be Mined”, students were asked to summarize the information and then debate on the topic, “The Future of Coal”, where several directions were given to the teacher for guidance; after the debate, a session was added to summarize and consider “What Measures Should be Taken to Protect Coal Resources”. Students were limited in developing new knowledge on their own, and teachers needed to guide them more in this area. In the coming period, the project team will revise the design of the activity based on the results of the student survey, provide more guidance for students to work in teams, and increase the class hours to ensure sufficient time to complete the new content.
He Yinghong from Heilongjiang Jihong Primary School suggested splitting each dimension of the five-star chart into five activities, and then integrating them; for example, the first activity, “Understand the Formation of Coal,” could be combined with the “Resources” dimension; the second activity “Coal Mining” could be integrated with the “Policy” dimension; the third activity “What Coal Mining Has Brought Us” can be integrated with the “Economy, Environment or Humanity” dimension. The first three activities laid a foundation for the integration of all dimensions in the fourth debate competition.
Cai Xuejiao from Wenhui Primary School in Pingcheng District, Datong City, Shanxi Province, suggested that the previous version of the program had the content of “clean energy”, and it would be a pity if it was deleted. Instead, as this content was closely related to the fourth part, it should be retained. The fourth activity involved a lot of information, such as economic benefits, jobs and employment, history of coal price, relocation of shantytowns, old mines and environmental protection, as well as related policies. Whether sufficient information had been provided should be considered. If this information was to be fully grasped, it might be necessary to extend the fourth activity a little longer. At the end of the project, a session on “making suggestions to the relevant authorities” should be added to achieve the project’s emotional and attitudinal goals such as “loving hometown”.
Gao Rui from Jiancaodi Science and Technology Experimental Primary School in Taiyuan, Shanxi Province, suggested that the introduction of new energy sources should be placed in the first session “The Formation of Coal”, which could be further expanded and explored. The second session was about environmental pollution and protection, which should be explored as a priority.
Cao Chunhao: Does the student hold evidence that argues for the conclusion? Should logical thinking in reasoned argumentation be a key focus? How can the five-star chart be focused and relevant given the wide range of content covered in it? What learning content is most helpful in addressing controversial issues? How can a controversial issue be set up to sublimate the insinuation effect of the topic?
Lin Jing: the non-renewability of coal resources and the pollution problems brought by coal mining and burning should be highlighted. These problems appeared in the West before, and how did they solve them? Some introduction could be made in the topic. The issue of clean energy involves not only science and technology but also economy, and students can be given some information to weigh the pros and cons. In terms of ethics, we can present the bad events related to coal, not avoiding the “bad” side, and guide students to face and solve the problems objectively and scientifically. The design of the activity needs to be more detailed, to make the abstract issues concrete, and to set up more scaffolding in the activity to ensure that students are engaged in learning.
Peng Menghua: In the past, coal was very close to life, but with the development of the times, it is getting more and more distant from children. Attention needs to be given to the problem of ice breaking so that students can experience and feel emotionally involved in learning deeply. The way of using coal has also evolved. Simple coal blocks do not burn easily and are made into honeycomb coal for ease of use, which children are likely to be unaware of and need to be explained to in the course. In recent years, the technology of using coal to make other types of industrial materials has developed, and new ways of using coal can be also introduced in the course. The history of coal can be interspersed with the topics, such as the plundering of coal resources by Japan during its invasion to China and the story of the coal bosses in Shanxi after the reform and opening up.