[SSI Learning] 全国小学学段研讨纪要（2021-06-09）

2021年6月9日晚19:00-20:45，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，SSI项目组负责人林静老师、小学学段负责人曹春浩老师出席指导，各基地校骨干教师参与了本次研讨。

山西省大同市平城区御河小学谢凯旋老师介绍该校“黑色的金子”议题。该校通过对学生的问卷调查筛选出学生感兴趣的话题和活动，并在此基础上完成了议题的整体设计。根据上次讨论中的建议，内容从五个板块调整为四个，修改了驱动性问题，对活动设计也有一定改进；对于知识铺垫性质的前两个板块做缩减，而增加了活动性较强的后两个板块。该校在项目实施过程中，带领学生参观大同市煤炭博物馆，博物馆分为五大展区，煤的形成、煤的开采、煤的利用、煤文化、百年同煤，与内容的板块设计高度相关，对于学生议题学习很有帮助；在参观博物馆的时候，也邀请了学生家长一同前往，使得家长对议题更有参与感，有利于议题的进行。该校也提出实施过程中的一些困难：学生的知识水平有限，想象力天马行空，难以合理假设。

图1 御河小学学生参观大同市煤炭博物馆

Fig. 1 Students from Yuhe Primary School visited Datong Coal Museum.

温州道尔顿小学缪旭春老师点评道，“煤开采技术为何不断更新”问题研究中可以更加聚焦于讨论“开采技术发展与人类社会有何关系”，该议题突出的亮点在于地方文化传承、调查问卷拉近学生与议题的关系，认为可以再增加一些亲身体会的实践活动。曹春浩老师提出建议，议题名称应当突出议论性和问题性，以一个贯穿全议题的问题形式呈现。

山西省荣成市府新小学王英水老师介绍该校“荣成海草房需要传承吗？”议题。该项目活动安排分为“认识海草房的现状及其发展前景（4课时）”、“了解荣成海草房的文化意义（4课时）”、“怎样修缮和保护海草房？（3课时）”、“我们能为海草房的传承和保护做哪些事？（4课时）”四个部分，该项目已经实施了8个课时，其中已完成的实践性的活动有大庄许家海草房实地观察、童眼画海草房、海草房居民采访、苫匠采访等，接下来还打算开展荣成博物馆渔家傲展馆参观、西龙家崂山屯实地调研、研究报告撰写、制作海草房模型等活动。

图2 府新小学学生实地观察大庄许家海草房

Fig. 2 Students of Fuxin Primary School went on field observation of seaweed house of Xu family in Dazhuang village.

谢凯旋老师点评道，该议题比较成熟，在以下几点上很具有借鉴价值：具有当地特色、直观可感的选题更能够让学生有参与感；活动方式多样、参与性强，培养学生的能力全面，尤其是在语言表达能力的培养方面很有特色；实施中融入了对家乡的热爱的教育，这是德育渗透在SSI-L项目的很好方式。

林静老师建议各位老师做好实践中的反思，在反思课堂实施过程中，要回归到活动的顶层设计，以学生的学习表现作为证据反复打磨活动目标定位、星形图以及具体活动方案的设计。另外，林老师建议，大家在分享时可着重提出设计与实施中遇到的问题，大家围绕问题集思广益更能够发挥团队在线研讨的价值。林静老师还为大家讲解了STEM、PBL、SSI-L三者的异同，提议首先不要在概念上将这三者等同化，因这三者有各自的产生背景、目标定位与实施策略；其次也不要把这三者对立化，因这三者都是指向培养与发展学生可迁移、可终身受益的思维与素养，无需非此即彼地特意分割或分裂它们；再者更无必要定位这三者之间的上下位或大小关系，因这三者之间的研究视角、实践切入点不在一个维度上，不存在从属关系。所以，大家在SSI-L研究过程中，要抓牢SSI-L的理念与目标开展活动设计与课堂实施，以SSI-L为载体来促进自己与学生的发展。同时，教无定法，以多种教与学的策略以及发展性评价来促进SSI-L教育目标的落实，提升活动有效性。

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At 7:00 – 8:45 pm of June 9, 2021, the primary school team of socio-scientific issues learning group of Beijing Normal University held an online seminar in the Tencent Conference Room. Lin Jing, the SSI-L project leader, and Cao Chunhao of primary school section attended the seminar and offered guidance, and the backbone teachers of each partner school also participated in this seminar.

Xie Kaixuan, from Yuhe Primary School of Pingcheng District, Datong, Shanxi, introduced the topic of “Black Gold”. The school selected the topics and activities that students are interested via questionnaire, and completed the topic’s overall design accordingly. Based on the suggestion in last discussion, the content has changed from five sections into four, modified the driving issue, and improved the activity design to some degree; the first two sections with knowledge preparation nature are being reduced, and the last two sections which are more active are added. During the implementation of the school’s project, the school took students to visit Datong Coal Museum. There are five display areas in the museum, including the formation of coal, the mining of coal, the utilization of coal, coal culture, a hundred years’ history of coal in Datong, which are highly relevant to the section design of the content and very helpful to students’ topic learning. When visiting the museum, parents were also invited to come along, so that parents got more involved in the topic, which is good for the progress of the topic. The school also put forward some difficulties during implementation, including: students’ limited knowledge level, soaring imagination, and difficult to make reasonable assumption.

Miao Xuchun, from Wenzhou Dalton Primary School, remarked that, during the study of the problem “Why do coal mining technologies constantly update”, the attention could be more focused on the discussion of “the relationship between the development of mining technology and human society”. The highlight of the topic lies in local cultural inheritance, and getting students closer to the topic via questionnaire, so it was suggested to add some practical activities that can be participated in. Cao Chunhao suggested that the issue name should highlight the discussing and problematic nature, and should be presented in the form of a question throughout the whole topic.

Wang Yingshui, from Fuxin Primary School of Rongcheng Town, Shandong, introduced the topic of “Whether Rongcheng Seaweed House Need to be Inherited”. The activities of this project are divided into four parts, including “understanding the present situation and development prospect of seaweed house (4 classes)”, “understanding the cultural significance of Rongcheng Seaweed House (4 classes)”, “how to repair and protect seaweed house (3 classes)”, “what can we do for the inheritance and protection of seaweed house (4 classes)”. This project has already implemented 8 classes, wherein the already completed practical activities contained field observation of seaweed house of Xu family in Dazhuang village, seaweed house painted by children, interview of residents living in seaweed house, interview of the craftsman, and the following activities include visiting Yujiaao Display Hall of Rongcheng Museum, field research in Laoshan Village of Xilongjia, writing research reports, and making models of seaweed house.

Xie Kaixuan remarked that this topic is relatively mature, with reference value in below several points: the intuitive topic with local characteristics can make the students feel more involved; the activity forms are diversified with more participation, in order to train the students’ comprehensive competence, which is especially distinctive in the training of language expression ability; the implementation integrates the education of love of hometown, which is a very good way for moral education in SSI-L project.

Lin Jing suggested each teacher to do proper reflection in practice. During the reflection of implementation process of the class, it should return to the top-level design of the activity, using students’ learning performance as evidence to keep polishing the activity target positioning, star chart and detailed design of activity plan. Additionally, Lin suggested that teachers can focus on the problems encountered in the design and implementation when sharing, and teachers can conduct brainstorming concentrating on the problems to give play to the value of the team’s online discussion. Lin Jing also explained the similarities and differences among STEM, PBL and SSI-L, proposing that firstly we should not conceptually assimilate the three definitions, because the three have their own generating background, target positioning and implementation strategy. Secondly we should not put the three in opposition, because they are all aiming at cultivating and developing students’ transferable and life-long beneficial thinking and literacy, and there is no need to deliberately divide them. Finally there is no need to locate the upper and lower or smaller and larger relationships between them, because their research perspective and practice entry point are not in the same dimension, so there is no subordinate relationship among them. Therefore, in the SSI-L studying process, we should tightly hold the SSI-L concept and target to carry out activity design and class implementation, using SSI-L as the carrier to promote the development of ourselves and students. In the meantime, there is no fixed method in education, so it is necessary to promote the implementation of SSI-L educational goals via multiple teaching and learning strategies and developmental evaluation, to improve the effectiveness of activities.