[SSI Learning] 第五期沙龙纪要：如何确定SSI-L议题？

为了进一步助推教师SSI-L选题和顶层设计，在原有在线研修和多次学段研讨的基础上，项目组于9月23日19:00-21:00在腾讯会议室进行云上沙龙专题研讨。活动由北京师范大学中国基础教育质量监测协同创新中心科学提升部主任、项目负责人林静老师主持，来自全国基地校各学段的骨干教师、AISL学科指导专家、区域和学段负责人以及项目助理等共80余人参与了本次在线研讨。

本次活动邀请了AISL学科指导专家组组长、北京师范大学第二附属中学物理特级教师彭梦华老师，国家语文课程标准修订组核心成员、北京五中语文特级教师梁捷老师和北京市第七中学体育特级教师俞伟顺老师三位学科指导专家和大家一起探讨应该如何选择SSI-L议题，如何进行SSI-L活动方案的顶层设计等。

图 1 与会四位专家

彭梦华老师指出选题应基于我国国情，结合当地或学校的特色并且适合学生参与；同时，要让学生真正动手、参与到SSI的学习过程中，运用涉及到的科学知识，实践解决问题的过程，而不是简单的查阅资料。梁捷老师结合山西省大同市逸夫小学设计的《古城》方案，从SKC-CAT模型（见图2）出发，指出议题的选择和设计要指向学生发展核心素养（Competencies），要明确活动中围绕的重要概念（Knowledge），同时要结合学生所处水平，遵循学生认知规律（Students）；并强调要从研究的初衷去反思，以便明确学生所能获得的知识、提高的能力和发展的素养，并帮助教师将SSI-L落实到实际教学。俞伟顺老师认为SSI-L的最终目的就是发展学生的核心素养；选题不宜过大、还要考虑正能量、积极向上的态度引导，并以山西省太原市尖草坪实验中学校设计的《塑胶跑道》为例，从塑胶跑道的科学原理、对体育学科的影响等方面入手，让学生明确感受到生活中的正能量。林静老师则以浙江省温州市道尔顿小学的《野生大黄鱼》活动方案为例，分别从科学、经济、政治、文化等方面发散思考，并指出要依据五角星图（见图3）去确定话题的支架和立意；也要充分考虑学生的视角，如学生的前认知、认知能力和兴趣等。

 

在结合各校设计案例的基础上，通过四位专家的讲解，与会老师纷纷表示充分认识了SSI-L议题的选择对整个设计提纲挈领的作用，也将结合这次会议内容进一步夯实学校的SSI-L选题和顶层设计。同时，项目组也期待各校在月底能完成适用于各校的SSI-L议题设计和具体的活动详案，后续将邀请各学科指导专家更进一步切入指导，携手向前。

图 4  在线会议剪影

 

In order to further help teachers in SSI-L topic selection and top-level design, the project team held an online salon via Tencent conference room from 19:00 to 21:00 on September 23rd, 2020, in addition to the online training and multiple workshops. Hosted by Dr. Lin Jing, the Project Leader and Director of the Science Education Quality Development Department of China Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, this salon attracted over 80 participants, including backbone teachers from partner schools across the country, AISL expert team members, regional and school section heads, project assistants, etc.

Three experts, including Mr. Peng Menghua, head of the AISL expert team and a special-ranked physics teacher from the Second High School Attached To Beijing Normal University, Ms. Liang Jie, core member of the National Chinese Curriculum Standard Revision Group and a special-ranked Chinese teacher of Beijing No. 5 High School, and Mr. Yu Weishun, a special-ranked PE teacher of Beijing No. 7 High School, were invited to discuss how to select SSI-L topics and how to conduct the top-level design of the SSI-L activity plan.

Mr. Peng Menghua pointed out that the topic should be based on China’s status quo, combined with local or school characteristics and suitable for students’ participation; at the same time, students should participate in the SSI learning process, and actually apply the scientific knowledge involved to solve problems, rather than simply looking up materials. In the context of the project “Ancient City” designed by Yifu Elementary School in Datong, Shanxi Province, Ms. Liang Jie started from the SKC-CAT model (see Figure 2) and pointed out that the selection and design of topics should be directed to the development of students’ key competencies (Competencies), clearly define the important concepts of the activity (Knowledge), take into account the level of students and follow the law of cognition of students (Students). She also stressed the importance of reflecting on the original intention of research so as to identify the knowledge, improved skills, and developed competencies that students can acquire, and to help teachers implement SSI-L into actual teaching. Mr. Yu Weishun believed that the ultimate goal of SSI-L was to develop students’ key competencies. He stated that the topic should not be too big, but need to consider the positive energy and positive attitude. By introducing the example of “Plastic Track” designed by Jiancaoping Experimental Middle School in Taiyuan, Shanxi Province, he made further elaboration from the scientific principles of plastic track and the impact on physical education, so that students could feel the positive energy in life. Dr. Lin Jing chose the case of “Wild Yellow Croaker” activity plan designed by Wenzhou Dalton Elementary School to provoke thinking from the perspectives of science, economy, politics and culture. She also suggested that the frame and idea of the topic should be determined according to the five-star diagram (see Figure 3), and students’ perspectives, such as their pre-cognition, cognitive ability and interest, should be fully considered.

Combining the design cases of each school and through the explanations of four experts, the teachers at the meeting expressed that they fully understood the outlining role of SSI-L topic selection in the overall design, and would further consolidate the SSI-L topic selection and top-level design of their own schools with what they have learned from the salon. Besides, the project team also expected that the schools could complete the SSI-L topic design and detailed applicable activities by the end of this month, and would invite experts from various subjects in the future to provide further guidance to push forward the whole project.