2021年12月22日晚19:30-21:30，北京师范大学SSI-L项目小学组举行在线研讨会，研讨六所学校SSI-L方案的设计或实施情况。SSI-L项目组小学学段负责人、北京市通州区教研中心科学学科特级教师曹春浩老师主持本次会议。
山西省大同市平城区文慧小学蔡雪姣老师介绍“校门口小食品能不能吃”SSI-L 方案的修改和实施情况。根据此前研讨中专家给出的建议，该方案的活动分为卫生、营养两个板块，并重新设计了活动方案。该校团队目前已经实施了原方案中的前两个活动，下学期会重新按照新的方案实施课程。项目学科指导专家、物理学科特级教师、北师大二附中彭梦华老师认为国家对食品安全把控比较严格，不一定会找得到小食品的卫生问题，重心可以放在营养板块上，内容可以拓展到校门口小商店所售各类商品和学生的消费习惯。
山西省太原市尖草坪区科技实验小学高蕊老师介绍“我的眼睛会近视吗”SSI-L方案的设计。该议题的跨学科融合学习框架涉及科学、道德、经济、文化、政治的若干内容，通过六个驱动性问题组织起活动，通过小组展示、小组互评和教师评价的方式对课前准备、实践过程和成果展示三项内容进行评价。山西省大同市平城区御河小学谢凯旋老师建议第二个活动“是否该禁止小学生使用手机？”中“禁止”一词修改为更具可争议性的表述，从“手机”拓展到“电子产品”，第四个活动改为“你会选择眼镜还是手术来矫正视力？” 使其与第三个活动的结合会更加紧密，第五个驱动性问题“眼保健操能否起到保护眼睛的作用？”可以并入第六个驱动性问题“你觉得在今后的生活中可以怎样保护好自己的眼睛”中，第五、六个活动可以增加课时数，增加关于眼保健操与穴位关系、眼药水的介绍等内容。
山东省荣成市府新小学周春娟老师介绍了该校第三个SSI-L方案“景观灯”的设计和实施情况。该议题包含六个活动，学生能够提出较多的问题，进行社会调查和访谈的热情很高，活动时较为投入，经过活动对景观灯的了解明显深入。在该议题的实施过程中，由于此前参与SSI-L的学生升入初中，新加入了大量不敢发言的学员，在后续活动中该校会更加注意以老带新的问题。四川省成都市简阳市简城第一小学王沁园老师建议在议题设计中体现荣成景观灯的区域特色，如标志性的景观灯、灯饰与当地文化的关联、本地景观灯更迭历程等。SSI-L项目负责人、中国基础教育质量监测协同创新中心科学提升部主任林静老师希望该议题的活动设计能让学生更多地得到科学思维和科学实践能力的锻炼。
人大附中亦庄新城学校张可新老师介绍“麋鹿寻家记”SSI-L方案设计，该议题包含“在学校里是否可以帮助麋鹿找到一个适合场所进行保护”“麋鹿生存环境改善需要我们做哪些努力”两个驱动性问题，设计了建模、辩论、实地参观、采访、校长对话和学校宣讲等八个活动，与学校的代币制对接进行学习评价。曹春浩老师认为该议题还需要在开头更明确地凸显出社会争议性。
山东省威海市千山路小学杨然老师介绍“学校田园基地是否可以变成薰衣草花园”SSI-L方案的修改和实施。该议题根据此前的实施情况进行了调整，设计有六个驱动性问题和实验、调查、绘图、辩论等活动，并详细介绍了辩论活动中学生的表现情况。山东省威海市望海园中学安同娟老师建议把议题改为“薰衣草作为城市绿地物种是否可行”，进一步凸显社会性，在五星图中凸显伦理。曹春浩老师提问，在议题背景中提到“口袋花园可以为周围增添一抹色彩”，活动方案中如何体现出相关的矛盾解决？
北京市海淀区上地实验小学魏秋艳老师介绍“如何进行新冠疫情的防控最合适”SSI-L方案的设计。该议题围绕新冠疫情防疫为主题的模拟世界卫生大会展开八个活动，主要涉及科学、道德、文化、政治、经济五个角度的内容，意图培养学生的推理论证和相关情感态度价值观。安同娟老师建议驱动性问题要找两个对立的点，例如计划接种的群体免疫与自然感染的群体免疫，五星图的经济中可以增加有关防疫的经济投入、疫情导致的经济损失等内容，伦理方面可以增加对人的生命价值的尊重。山东省威海市世昌中学孔鹏飞老师认为该议题要尤其注意学生的知识基础。彭梦华老师认为，学生可能无法理解国家间政治博弈、文化差异等较难理解的问题。林静老师认为新冠疫情防控可以涉及的面很广，要选择小学生能够探究的点开展活动，而模拟世界卫生大会需要较强的跨文化素养，不适合小学生。
林静老师提醒各位老师：第一，在发言和点评中要关注星形图的顶层设计，在SSI-L方案修改中要花更多时间琢磨五星图；第二，设计活动之前，要判断学生的认知水平和心智技能情况，若某一问题受限于学生的已有认知而无法从科学原理层面探讨，也可以让学生多从事实与现象层面来开展探究，从而使学生建立初步的科学认识和价值判断；第三，已有一定经验的团队应当在方案设计中逐步彰显科学思维与实践的培养、评价的嵌入。
On December 22, 2021, from 19:30 to 21:30, the elementary school team of the SSI-L Project of Beijing Normal University held an online seminar to discuss the design and the implementation of the SSI-L project in six schools. Mr. Cao Chunhao, the principal of the primary school section of SSI-L project team and the special-grade science teacher of the Teaching and Research Center of Tongzhou District, Beijing, hosted the meeting.
CAI Xuejiao, a teacher of Wenhui Elementary School, Pingcheng District, Datong City, Shanxi Province, introduced the modification and the implementation of the topic “Can we eat school Gate snacks?” Based on the advice given by experts in previous discussions, the team redesigned the plan and divided the project into two parts which are health and nutrition. The team has implemented the first two activities based on the original plan. Next semester’s activities will follow the new plan. Mr. PENG Menghua, the project guiding experts, the special-grade teacher of physical disciplines, and the teacher of No.2 affiliated high school of Beijing normal university mentioned that since the government has attached great importance on the food security, it may be hard to find the safety issue of those snakes. He suggested the team emphasize more on nutrition and expand the content to the types of goods sold at small shops near schools, and the consumption habits of students.
GAO Rui, a teacher from Science and Technology Experimental Elementary School, Taiyuan City, Shanxi Province, introduced their project “Will my eyes be myopic?” The topic includes several subjects and involves several contents such as science, morality, economy, culture, and politics. Activities were designed based on 6 driven questions and the preparation, practice process and outcomes will be evaluated through group presentations, mutual evaluations and teachers’ evaluations respectively. XIE Kaixun, a teacher from Yuhe Elementary School in Pingcheng District, Datong city, Shanxi Province threw out three suggestions: 1) Change the word “banned” of the second driven question “Should students be banned from using mobile phones?” to a more controversial phrase, and expand the subject from “cell phones” to “electronic devices”. 2) Modify the fourth driven question to “Would you choose glasses or surgery to correct visual acuity?” to better connect with the third driven question. 3) The fifth driven question “Is the eye exercise good for eye protection?” could be merged to the sixth driven question “How to protect your eyes in your daily life?”. Increase the class hour number of the Fifth and the Sixth, give more information on acupoints in the eye exercise and introduce different kinds of eye drops and so on.
ZHOU Chunjuan, a teacher from Fuxin Elementary School, Rongcheng City, Shandong Province, introduced the design and the implementation of the school’s third SSI-L project “Landscape lights”. The project includes 6 activities. Students raised many questions and were passionate about social investigation and interviews. They were quite engaged in the activities and had a better understanding of landscape lighting through activities. However, because many former students entered junior high schools, and a lot of new students who were afraid to speak up were added in, in the follow-up activities, the school will pay more attention to the mentor system. WANG Qinyuan, a teacher from Jiancheng No. 1 Elementary School, Jianyang City, Chengdu City, Sichuan Province suggested that regional characteristics of Rongcheng landscape lights such as iconic landscape lights, the relationship between lighting and local culture, and the changing of local landscape lights should be considered as well. Dr. Lin Jing, the Director of the Science Education Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education Quality hoped that those activities could train students to think and practice in a scientific way.
ZHANG Kexin, a teacher from Yizhuang New Town School affiliated to Renmin University of China, introduced their SSI-L project design of “Looking for home for Milu Deer”. The project includes two driven questions: 1) Whether the school can help the milu deer find a suitable place for protection, 2) What efforts should we make to improve the living environment of the milu deer. Based on that, the team designed 8 activities such as modeling, debate, field study, interview, principal dialogue, and school promotion. The learning performance would be evaluated by the token program. CAO Chunhao believed that the team should highlight the controversy of the issue at the beginning part a bit more.
YANG Ran, a teacher from Qianshan Road Elementary School, Weihai City, Shandong Province, introduced the modification and implementation of their SSI-L project of “Whether the school garden base can be turned into a Lavender garden”. The topic has been adjusted according to the previous practice. The team designed 6 driven questions and activities such as experiment, investigation, drawing, and debate. Students’ performance in the debate was also introduced in detail. AN Tongjuan, a teacher from Wanghaiyuan Middle School in Weihai City, Shandong Province advised changing the topic to “Whether lavender is feasible as a species of urban plant”, to highlight the sociality and the ethics in the five-star map. CAO Chunhao asked, in the background part, the team raised an idea that “pocket garden can make the surrounding more colorful”, how to address the conflicts in the issue?
WEI Qiuyan, a teacher from Shangdi Experimental Elementary School, Haidian District, Beijing, introduced the design of the SSI-L project “How to best control the COVID-19 outbreak”. The school held a mock WHO conference, with the theme of COVID-19 prevention and control, and carries out eight activities. Those activities were designed based on five aspects, which are science, morality, culture, politics, and economy, aiming to cultivate students’ ability of reasoning and the right values. AN Tongjuan suggested the team choose two opposite points as the driven question and offered 3 proposals: 1) those two opposite views could be the dispute between gaining herd immunity through planned vaccination and natural infection; 2) adding the economic input of pandemic prevention and the economic loss caused by the pandemic to the economic aspect of the five Star chart; 3) raising people’s awareness on respecting human life in the ethical part. KONG Pengfei, a teacher at Shichang Middle School in Weihai city, Shandong Province, believed that teachers should pay attention to students’ knowledge base on this issue. Mr. PENG Menghua doubted, it is hard for students to understand difficult issues such as political games between countries and cultural differences. Dr. Lin Jing said that the prevention and control of COVID-19 could involve a wide range of areas. We should first choose topics that the elementary students could explore and then carry out activities. The mock WHO conference is not the best choice for elementary students since it requires strong cross-cultural literacy.
Dr. Lin Jing summarized the session and reminded all teachers of three aspects. First, teachers should pay attention to the top-level design of the star chart in the peer dicussions and comments, and should spend more time pondering the five-star chart while modifying plans of SSI-L projects. Second, before designing activities, students’ cognitive level and mental skills should be carefully considered. If a problem cannot be discussed from the scientific principles level due to the limitations of students’ knowledge base, students are encouraged to explore through facts and phenomena, which will be beneficial in building a preliminary scientific understanding and the value judgment. Third, teams with certain experiences should both gradually highlight the cultivation of the scientific thinking and practices for students, and the embedded assessment system in the project design.