[SSI Learning] 课程设计在线研讨纪要（2023-03-22）

2023年3月22日19:00-21:30，SSI-L项目组在腾讯会议室举行在线研讨活动，共议合作校课程设计，交流遇到的问题。项目办与四所深入合作的合作校项目团队教师参与了本次研讨。

首都师范大学附属育新学校于北鸿代表学校项目团队分享初中组课程“中学生为什么不能喝酒——酒的由来、引用与监管”的驱动性问题、学习目标、五星图设计与活动安排。项目团队成员唐枫补充说明两点课程改进思路，一是从知识逻辑变成学生认识逻辑，二是强调活动的呈现。

各校老师与项目办团队成员基于此案例积极展开研讨并交流，聚焦在以下方面：一是话题的争议点应落在何处；二是话题如何更好地与小学和高中课程进行衔接（例如“果酒实验”）；三是进一步聚焦研究对象初中生设计相关活动。

项目指导专家、北京师范大学《化学教育》专职副主编、编辑部主任朱玉军肯定了现有的课程设计，并指出教师应该批判性地思考交流问题并对课程设计的修改建议进行合理决策。一是不要被现有框架所束缚，重点落在学生培养上，并在实践中不断完善；二是谨慎考虑课程中的社会与文化等要素，避免放大舆论。

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指出话题有创意，旨在培养学生终身受益的健康生活体验和观念。可以在以下方面进行提升，首先是避免教师的一言堂即知识传授性课堂，重点放在学生的参与实践，可以借助真实事件引发学生讨论，触及学生内心；其次是进一步寻求驱动性问题的内在关联与逻辑，活动之间需要有主线支撑；再者构建此议题探讨中的不确定性部分，锻炼师生对不良结构问题的解决能力，允许学生有多种想法，交流不同的观点，理性认识酒。

会议最后，专家围绕合作校在项目进展中遇到的课程评价、资料获取、实验条件、议题框架设计的逻辑等方面的问题展开交流指导。

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From 19:00 to 21:30 on March 22, 2023, the SSI-L project team held a webinar via Tencent Meetings, to discuss the curriculum design of partner schools and problems they’ve come across. The Project Office and teachers from the project teams of four partner schools participated in this seminar.

On behalf of the school project team, Yu Beihong from Yuxin School Affiliated to Capital Normal University shared the course in junior high school, “Why Can’t Middle School Students Drink Alcohol—the Origin, Drinking and Regulation of Alcohol”, including motivating questions, learning objectives, five-star map design and activity arrangement. Tang Feng, another member of the project team, added two more points for improvement: one is to change the logic of knowledge into the logic of students’ cognition, and the other is to emphasize the presentation of activities.

Based on this case, teachers from four schools and members of the Project Office participated actively into discussions and exchanged ideas, focusing on three aspects: 1) where should the controversy of the topic be located, 2) how to better associate the topic with the elementary and high school curriculum (e.g. “The Fruit Wine Experiment”), and 3) a further focus on the research objects — junior high school students for relevant activity design.

Zhu Yujun, the project disciplinary guidance expert, full-time deputy editor-in-chief and director of the editorial department of Chemistry Education of Beijing Normal University, spoke highly of the existing curriculum design. He pointed out that teachers should think critically and communicate about issues concerned, and make reasonable decisions on the suggestions of curriculum design revision. First, teachers should not be fettered by the existing framework. The focus is put on student training. Continuous improvement can be made through practice. Second, they should carefully consider the social and cultural elements in the course, and avoid amplifying public opinion.

Lin Jing, head of the SSI-L Project Team and director of the Science Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality, pointed out that this is a creative topic, and that it aims to cultivate students’ experience and concept of healthy life which is beneficial life-long. Improvements can be made in the following aspects. The first is to avoid the teacher alone having the say, namely the knowledge-transferring class. The focus should be put on students’ participation in practice. Real events can be used to trigger students’ discussions and reach deep into their heart. The second is to further seek the internal correlation and logic of motivating questions. Activities should be supported by the main idea. The third is to construct uncertainty in issue discussion, and exercise the ability of teachers and students to solve ill-structured problems. Students should be allowed to have a variety of ideas, exchange different views, and obtain a rational understanding of alcohol.

At the end of the meeting, the experts had exchanges and offered guidance on concerns over curriculum evaluation, data acquisition, experimental conditions, and the logic of issue framework design, which partner schools have come across during their projects.