2021年10月27日晚19:30-21:00，北京师范大学SSI-L项目组举行在线研讨会，研讨小学组六所学校新开发的SSI-L议题的可行性并给出建议，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，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和SSI-L学科指导专家组组长、北京师范大学二附中特级教师彭梦华老师出席指导。
北京石油学院附属小学艾秋实老师介绍“如何设计家庭周末营养食谱”的议题设想，主要说明了该议题涉及的“健康中国”“中国学生营养日”等卫健政策和“健康生活”核心素养、“呼吸与消化”小学科学课程的教育制度基础，说明了预期目标、“调查家庭成员喜爱的食物”“根据食物主要营养成分进行分类”“根据平衡膳食宝塔设计周末营养食谱”等活动内容和课时安排。曹春浩老师提出，“如何设计家庭周末营养食谱”中“食物口味与营养健康之间矛盾”的争议性未能上升到社会责任、社会发展的高度，未能体现出充足的社会争议性和严重社会危害。林静老师、彭梦华老师提出，该议题跨学科的特点有待于彰显。
北京市海淀区第四实验小学张小平老师介绍“走进北京植物园，认识国宝水杉”的议题设想，主要说明了该议题涉及的社会背景和学校区位优势，说明了预期目标、“游览北京植物园”“设计研究方案并实地考察”等活动规划和该课程与其他校本课程的关联。彭梦华老师和林静老师一致认为，该议题不够贴近学生生活，议题内容局限于科学而没有讨论社会，有修改的必要。
湖南省长沙市望城区乔口田心小学张玉莹老师介绍“天空城市与湿地开发”的议题设想，主要说明了该议题涉及的社会争议事件，说明了学情基础、科学-经济-社会-伦理-政策的五星图设计、“湿地与候鸟资料收集”“朱鹮会灭绝吗科学游戏和物种演化模型”“高塔模型搭建和工程测试”“天空城市的角色扮演决策”“是否支持在大泽湖建设天空城市辩论赛和听证会”活动计划，并提出了两个问题“如何测评学生的伦理道德发展情况？”“如何确认哪些内容适合放入议题中讨论？”。林静老师回应，道德观念测评可以借鉴已有的评价工具，建议前期先通过观察、访谈等方式评价学生，然后结合本议题情境的伦理标准再形成评价工具，林静老师认为，该议题可以加入占用农田、密集的高楼住区配套不良不适宜居住、房地产泡沫、地标奇观狂热等内容，科学性上突出湿地的生态价值，呈现已有破坏湿地而引发危害的案例。彭梦华老师提出，该议题的社会争议性很强，但是价值取向应当明确，要旗帜鲜明反对造塔支持保护湿地，因而不需要论证造塔的细节问题。
中国农业科学院附属小学谭丞老师介绍“毛毛虫雨”议题，说明了外来入侵物种美国白蛾在北京泛滥、人口密集不适合使用药物防治的社会背景，期望学生通过活动论证生物防治的可行性，该议题涉及昆虫发育与繁殖、外来入侵物种与食物链等内容，期望培养学生对生物多样性与共同性的理解，培养热爱家乡自然环境、参与公益活动的科学态度。彭梦华老师提出，北京地区的毛毛虫雨似乎并不严重，学生若没有切身体会可能不会对议题感兴趣，林静老师提出可以找一些与学生生活中直接感受过的具体事件来引出议题，彭梦华老师提醒该校要注意开课季节，在合适的时间开展实地研究。
温州道尔顿小学鲍珍怡老师介绍“我是民间小河长”议题，主要说明了温州水资源困境的社会背景、健康-生态-经济-文化-政策的五星图设计、“作为民间河长，我该如何进行巡河调研并完成一份履职报告？”的驱动性问题、取水调研和撰写报告的学生活动、指向的核心素养、涉及的科学概念与社会问题。林静老师提出，这个议题要与学校之前“大黄鱼”“海洋塑料垃圾”议题之间发生关联，在课程内容中通过大的“水污染”、“水循环”等概念沟通不同议题，通过概念的关联融合多个议题为大议题。
北京交通大学附属小学李楠老师介绍“为动物园设计展区”议题，主要说明了“如何在动植物之间、生物与环境之间创设和谐的相互依存关系？”驱动性问题和科学-文化-政治-经济-道德五星图设计，说明了动物园调查、设计展区、汇报展示等学生活动。彭梦华和林静老师提出，该议题的内容中缺乏社会性，需要进一步加强其中的社会内涵。
林静老师提醒各位教师，议题选择不求话题宏大，而要从学生身边的事情出发；课程环节设计要放慢脚步，多让学生自主活动，不要急于给学生灌输，授课节奏慢一些，更有利于学生的学习。
On October 27, 2021, from 19:30 to 21:00, the SSI-L Project team of Beijing Normal University held an online seminar to discuss the feasibility of newly developed SSI-L projects of six primary schools and gave suggestions. Teacher CAO Chunhao, the principal of the primary school section of SSI-L project team and special-grade science teacher of Tongzhou District Teaching and Research Center in Beijing, hosted the meeting. Dr. LIN Jing, the SSI-L project leader, and Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education Quality, Teacher PENG Menghua, the director of SSI-L project expert team and the special grade teacher of The Second High School affiliated to Beijing Normal University attended the seminar.
AI Qiushi from the Affiliated Primary School of Beijing Petroleum University, introduced their SSI-L project “How to design a healthy weekend menu?” Teacher AI mainly explained the health policy of “health China” and “national students nutrition day”, the core quality of “health life”, the teaching objective of science subject in primary school “breathing and digestion” and the expected outcome. AI also introduced the activity design and class arrangements of “Investigating family members’ favorite food”, “food classification by nutritional components”, and “designing a healthy weekend menu according to the balanced diet pagoda”. CAO Chunhao pointed out that the controversy of “the contradiction between food taste and nutrition and health” in the section of “How to design a healthy weekend menu” failed to reflect social responsibility and social development. It was not controversial enough and didn’t cause any social problems. Dr. LIN and Teacher PENG said that teachers need to think about the interdisciplinary of the issue a bit more.
ZHANG Xiaoping from Haidian No.4 Experimental School introduced their SSI-L project “Tour Beijing Botanical Garden, get to know the national treasure of metasequoia”. The teacher clarified the social background, and location advantages, illustrated the expected outcome, and explained the activity plan such as “Tour Beijing botanical garden” and “research design and field study”. The link between the school-based curriculum was also mentioned. PENG and LIN agreed that this issue was not close to student’s life. It only showed the characteristic of science but was not a socially controversial topic. It needed to be revised.
ZHANG Yuying from Changsha Wangcheng Qiaokoutianxin Primary School, Hunan introduced their SSI-L project “sky city and wetland development”. She mainly presented social disputes involved in this issue, illustrated students’ knowledge base, the five-star diagram of science-economy-social-ethics-policy, and explained project activities including “data collection of wetland and migrant birds”, “scientific game of whether crested ibis would go extinct and the evolution model”, “tower model building and engineering testing”, “role-play of the sky city”, and “the debate of whether it is supported to build sky city at Daze Lake”. The team also raised two questions. One was “How to evaluate students’ ethic and moral development?”. The other one was “How do you determine what is appropriate for discussion?”.
Dr. LIN responded that the moral evaluation method can draw lessons from the existing evaluation tools. She suggested the team do early evaluation through the way of observation and interview, combine with the ethical standards of this issue, and form a new evaluation tool. She thinks that the project can add more topics such as the occupation of farms, the bad living condition of high-density housing and imperfect supporting facilities, real estate bubble, and the craze of landmarks. As for the characteristic of science, the team can emphasize more on the ecological value of wetland, and show damages resulting from wetland destruction. Teacher PENG commented that this issue is highly controversial, and teachers should be clear about the core value. It should clearly oppose the construction of towers and support the protection of wetlands, so there was no need to demonstrate the details of the construction of towers.
TAN Cheng from the Affiliated Primary School of Chinese Academy of Agricultural Sciences introduced their SSI-L project “caterpillar rain”. Currently, the American white moth, an exotic species is rampant in Beijing. Because of the high density of the population, it is not suitable to use the drug to prevent. Under such a social background, the team hoped that through activities, students could demonstrate the feasibility of biological control. This project involved contents like insect development and reproduction, invasive species, and the food chain. It was expected that students could gain knowledge of biodiversity and commonality. They could also develop a scientific attitude to love the natural environment of their hometown and participate in public welfare activities. PENG commented that in Beijing, it seems the situation of caterpillar rain is not severe. If students had no experience of that, they may not be interested in this issue. LIN agreed and also suggested the school find other issues that are close to students’ life. PENG reminded the school to pay attention to the season to carry out the field study at the right time.
BAO Zhenyi from Wenzhou Dalton Primary School introduced their SSI-L project “I am a civilian river monitor”. She mainly explained the water shortage in Wenzhou and designed a five-star diagram with aspects of health-ecology-economy-culture-policy. The driven question was “As a civilian river monitor, how should I patrol along river line and complete a performance report?” Teacher BAO at the same time mentioned student activities of water fetching research and report writing, the core literacy, and scientific concepts and social issues involved. Dr. LIN said that this issue should have the connections with their previous issues of “large yellow croaker” and “marine plastic waste” through the core concepts such as “water pollution” and “water cycle”. Hence, integrate multiple relevant issues into a big high-level issue for SSI-L through association of multiple scientific concepts.
LI Nan from the Affiliated Primary School of Beijing Jiaotong University introduced their SSI-L project “designing exhibition area for zoo”. The driven question was how to build harmonious relationships between animals and plants, and between the biology and the environment. The five-star diagram included science – culture – politics – economy – morality. Teacher LI also explained student activities such as field study to the zoo, designing of the exhibition area, and writing reports and doing presentations. Teacher PENG and Dr. LIN both said that this project lacked the sociality characteristic and needed to improve the design in this aspect.
Dr. LIN reminded teachers when selecting issues, don’t choose those big ones, instead, those issues close to students’ daily life may be the best choice. When designing SSI-L activities, teachers should slow down the teaching pace, no rush to lecture or indoctrinate, and just let students do more independent inquiries which are more beneficial to students’ SSI-L.