[SSI Learning] 全国小学学段研讨纪要（2021-05-12）

2021年5月12日晚19:00-20:40，北京师范大学社会性科学议题学习项目小学组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出席指导，各基地校骨干教师参与了本次研讨。

哈尔滨市继红小学赫英红老师分享了该校自上次研讨后所做的修改和项目实施情况。主题修改为“气候对冰雪旅游的影响”，社会性科学议题修改为“冬季到了，东北的冰雪旅游即将开始了，随着温室气候的变化，冰雪旅游要如何进行建设？”议题修改后，把“冰雪旅游每年重复建设值不值得”的话题凝聚在气候变化的背景下，仍旧突出地域特点，还进一步地贴近了学生生活。相应的星形图内容包含了科学、经济、文化、政策、环境等内容，指向的核心素养包括理性思维、批判质疑、勇于探究、珍爱生命、自我管理、社会责任。此外，还继续明确了该单元与国家课程标准的关系。该校反思认为，该选题的争议性不明显，问题的不良结构不明显；小学生对于研究的内容深度不够深，思考的面比较浅显；研究方式停留在查资料。由于冰雪旅游的季节已经过去，该校暂停了该议题的实施，并转向了“水污染”议题的开发。

图1 “冰雪旅游”课堂留影

Fig. 1 Picture of the Class of “Ice and Snow Tourism”

山西省大同市平城区文慧小学蔡雪姣老师点评道，除了探讨与冰雪相关的话题之外，旅游这一话题也同样值得关注，内容也有继续展开的空间，如旅游项目形式的调查、东北以外其他地区冰雪旅游项目的调查。赫英红老师也回应道，滑雪、雪橇等各种游玩活动也很值得研究，旅游话题内容的发掘很有必要。曹春浩老师点评道，七次活动之间的逻辑联系如何建立？第五次探究活动中制作冰雕的体验活动可以作为主要活动做大做强、做出特色，以该活动为轴可以串联起季节与温度（制作冰雕的时间）、水的三态、经济、吸引游客和艺术价值等知识，以小见大，给冰雪旅游增效提出自己的方案。赫英红老师回应，这个建议很好地以一个情境贯穿了整个议题，建立更紧密的联系。于晓雅老师质疑，在整个项目的实施过程中，研究比较严肃，还能否让学生在其中找到乐趣？赫英红老师回应，学生对冰雪的喜爱是生活中培养的，该议题并不试图在课堂中培养学生兴趣。能否把学生在冰雪中获得的乐趣呈现出来，以吸引游客？曹春浩老师也提出，可以让学生就“如何突出冰雕、冰雪运动、冰雪游戏的趣味性和特色以吸引游客？”设计方案、提出建议，并作出论证。

山西省大同市逸夫小学的李玲老师着重介绍该学校实施过程中的一项具体操作情况。在该单元的第三次活动中，以“拼搭鲁班锁”的动手游戏做热身后，通过讲解和练习让学生初步了解榫卯结构；学生讨论榫卯结构的优缺点，再阅读相关材料，得到小组结论；学生讨论古建筑采用木质材料和榫卯结构的原因，再观看相关视频，得到小组结论；动手操作，了解木质榫卯结构遇水后的变化。该校老师反思后认为，由于课程趣味性增加、能动性增强，学生的参与意识有明显提高。由于磨合和团队分工，学生的团队意识有明显提高，但由于课程的推进主要依赖老师，学生主动思考较少，问题意识欠缺；该校老师总结其感悟，认为在该校SSI-L项目中，教师起到的作用是划定学习范围、提供参考内容，引导学生发现问题、收集和筛选信息，帮助学生在直接经验的获得过程中发掘自己的兴趣，将之拓展延伸，提高学生学习的源动力，帮助学生认识到自己在学习过程中的收获，使学生感受到深入学习的乐趣。该校老师还在思考一个问题，即学生在SSI课程中“先想后做”与“先做后想”的区别。

图2 “大同古城修复”中的一项活动设计

Fig. 2 One project plan in “Repair of Ancient City of Datong”

山东省荣成市府新小学的周春娟老师认为学生无法提出问题是很正常的事情，这些问题应当在长期的劳动实践中才会发现，希望学生能够提出这些问题不现实。李玲老师回应道，在此前的课程中，已经让学生了解了木质材料，所以才会期待学生能够提出“木质榫卯结构是否容易腐烂”的问题。于晓雅老师认为，在课程中有一些暗示导致学生无法提出问题，如“木质建筑千年不倒”、“中国馆也采用了榫卯结构，但它并非木质材料”，并提出材料与结构的冲撞有很多可以争议的点，如“钢筋混凝土的现代建筑采用榫卯结构是否仍具有功能上的优越性？世博会中国馆采用榫卯结构是为了展现传统文化，还是具有独特功能？榫卯结构在现代建筑中如何改良使用？”于晓雅老师还认为，这些争议性问题也许只需要向学生呈现，并不需要得到答案甚至不需要去探讨答案，仅仅留下印象就有助于学生未来的问题意识提高。曹春浩老师提出可以使用泡沫材料代替木头，让学生进行鲁班锁、榫卯相关的小型实验。

本次研讨主要围绕哈尔滨市继红小学“冰雪旅游”项目设计、大同市逸夫小学“大同古城修复”第三次活动课例做研讨，气氛热烈，碰撞出了很多的思维火花，期望小学组能在一次次研讨中共同进步、把各校的议题越做越好。

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At 7:00-8:40 pm of May 12, 2021, the primary school section of SSI Learning project of Beijing Normal University held online seminar in Tencent Conference Room. Cao Chunhao, the leader of national primary school section and the special-class teacher of Beijing Tongzhou Teacher Research Center Primary School attended the seminar to provide guidance, and backbone teachers from each partner school also participated in the seminar.

He Yinghong, from Harbin Jihong Primary School, shared the modification and project implementing situation since last seminar. The topic was amended into “Impact of Climate on Ice and Snow Tourism”, and the topic of socio-scientific issues was amended into “Winter is coming, and the ice and snow tourism in northeast China is about to begin. With the change of greenhouse climate, how to build the ice and snow tourism?” After the amendment, the topic of “Whether it is worthwhile to repeat the construction of ice and snow tourism every year” is focused on the climate changing background, still highlighting the regional features, and getting close to students’ life. The corresponding star chart contained contents including science, economy, culture, policy, and environment, with the core literacy of rational thinking, critical questioning, bold to explore, cherishing life, self-management, and social responsibility. Additionally, the relationship between the unit and national course standard was clarified. It is necessary for the school to consider that there is not significant controversy of this topic, without clear adverse structure; students in primary school don’t have enough understanding of the research content, and their thinking is shallow; the research method is still limited to checking data. Due to that the season of ice and snow tourism is over, the school has suspended the implementation of the topic, and turned into the development of the topic “water pollution”.

Cai Xuejiao, from Wenhui Primary School of Pingcheng District, Datong, Shanxi, commented that apart from discussing the topic of ice and snow, the topic of tourism is also worth attention, while the content has space for further expansion, such as the investigation of tourism forms and the investigation of ice and snow tourism outside of Southeast China. He Yinghong also replied that the recreation facilities such as skiing and sledding are also worth studying, and it is necessary to explore the tourism content. Cao Chunhao commented on how to establish the logic connection of the seven activities. The experiencing activity of making ice sculpture in the fifth exploring activity can be taken as the main activity to be made bigger and stronger with characteristics. It is possible to use the activity as an axis to connect knowledge points such as seasons and temperature (time length to make ice sculptures), three states of water, economy, attraction of tourists, and artistic value, seeing big ideas in small things, to propose their own plan to increase the efficiency of ice and snow tourism. He Yinghong replied that this suggestion is quite good, because it is the context that runs through the whole topic, establishing closer connection. Yu Xiaoya questioned that since the research is serious during the implementing process of the whole project, how can students get the fun therein. He Yinghong replied that students’ love towards ice and snow is cultivated in daily life, so this topic is not intended to train their interest during class. Is it possible to show the fun the students get in ice and snow, to attract tourists? Cao Chunhao also mentioned that it is possible for students to design plan, make proposal and argument on “how to highlight the fun and features of ice sculpture, ice and snow sports and games so as to attract tourists”.

Li Ling, from Yifu Primary School, Datong, Shanxi, emphatically introduced one detailed operation of implementing process. In the third activity of this unit, after students got warmed up by the hands-on game of “assembling Luban Lock”, students got the general idea of mortise and tenon joint structure by explaining and practice; students discussed about the advantages and disadvantages of mortise and tenon joint structure, and then read related materials before group discussion; students discussed about the reason why ancient constructions used wood and mortise and tenon joint structure before watching related videos and group discussion; students understood the changes of mortise and tenon joint structure when it met water by hands-on activities. After consideration, the teachers believed that due to that the course is more interesting and more active, students’ participation is also improved. Due to breaking in and teamwork, students’ team spirit is improved significantly. However, since the class is promoted mainly by teachers, students have less active thinking, without enough problem awareness; the teachers summarized the experience, believing that in the SSI-L project of the school, teachers’ role is to define learning scope and provide reference, guide students to discover problem, collect and screen information, help students to explore and extend their own interest during the obtaining process of direct experience, improve driving force of students’ learning, and help students to know their gain during the learning process, so that students can feel the joy of deep learning. The teachers are also considering another question, which is the difference between “action before think” and “think before action” in SSI learning.

Zhou Chunjuan, from Fuxin Primary School, Rongcheng, Shandong, believed that it is common if students are unable to raise questions. These questions can only be discovered during long term labor practice, so it is impractical for students to be able to raise these questions. Li Ling replied that in the previous classes, students have already understood the wood material, so it is expected that students can raise questions such as “whether it is easy for mortise and tenon joint structure to rot”. Yu Xiaoya believed that there are some implications in the course so that students are unable to raise questions, such as “wooden constructions would last a thousand years”, and “Chinese pavilion is also in mortise and tenon joint structure, but it is not made of wood”. She also mentioned that the collision of material and structure has many controversial points, such as “Whether the modern buildings of reinforced concrete using mortise and tenon joint structure still has the superiority in function? The Chinese pavilion at World Expo adopts mortise and tenon joint structure to show traditional culture, or it has special function? How can mortise and tenon joint structure be improved in modern constructions?” Yu Xiaoya also believed that maybe it is only necessary to present these controversial questions to students without getting or even looking for answers, because only leaving impressions would help students to improve their future problem awareness. Cao Chunhao mentioned that wood can be replaced by foam material, and it is possible for students to conduct small experiments related to Luban lock and mortise and tenon joint structure.

This seminar mainly focused on the project design of “Ice and Snow Tourism” of Harbin Jihong Primary School, and the third activity of “Repair of Ancient City of Datong” of Yifu Primary School, Datong, Shanxi, with warm atmosphere. It is expected that the primary school section can make joint progress in seminars and do better in topics of each school.