[SSI Learning] 论文撰写研讨纪要（2021-07-21）

2021年7月21日晚19:30-21:30，北京师范大学SSI-L项目组在腾讯会议室举行在线会议以研讨SSI-L项目论文撰写相关事宜。SSI-L项目负责人林静老师、学科指导专家彭梦华老师、曹春浩老师、张涛老师等出席指导，三十余名基地校骨干教师参与研讨。

山东省荣成市府新小学王英水老师第一个发言，分享她的SSI-L文章成文思路和文章结论。作者将文章分为三个部分，议题背景、议题解读、议题分析，在介绍议题选题缘由和课程基本情况（五星图、驱动性问题）的基础上，着重展开第三部分，剖析课程设计的思路和细节中如何体现“学习场域”。作者还强调在撰写过程中要使用第三方叙述的口吻叙述课例、对课例内容做必要的简化、着重说明课例背后的理念。曹春浩老师认为这篇文章的亮点在于使用了“学习场域”的框架、对案例尤其是师生对话进行了深刻的分析，但也提出，最后的总结部分与“学习场域”的理论结合不紧密，还可以再提升。

山西省太原市尖草坪区实验中学孟春林老师发言，分享她们《让学生心中科学的种子发芽——塑胶跑道的未来将走向何方》的撰写经过和文章内容。团队基于项目组组稿的基本要求，阅读和借鉴了三篇具有参考价值的范文，确定文章格式为“议题背景、议题解读、案例及分析、案例反思”四个部分，简要介绍为何选择塑胶跑道作为议题，然后重点论述五星图以说明该课程的定位，再详细展开说明教学活动的设计及其意义，最后反思了文章的两个问题，一是案例叙事的生动性、二是案例详略如何得当。孟春林老师在撰写中发现五星图、教学环节的呈现需要反复斟酌修改，涉及科学的内容相对容易说明，但涉及伦理的内容更难说明。她总结经验认为，想要写好SSI案例文章，一要深度参与、积累素材，二要学习教育理论和写作技能，三要敢于拿起笔来。彭梦华老师建议五星图的内涵可以用活动形式进行表达，可以加强“毒跑道”、工程造假等的内容加强伦理的讨论。

山东省威海市高新区第一中学世昌校区孔鹏飞老师发言，分享该校SSI-L文章的撰写经过和文章内容。团队首先拟定若干可以阐释全文的中心思想的主题词，围绕这些词、结合标题的一般要求敲定了标题；确定了正文的写作思路，将文章分为四个部分，选题背景分析、议题整体设计、单元具体设计和总结反思，分模块地完成了撰写；摘要先阐述SSI的理论情况、中西方实践应用，接着浓缩文章四个部分的精华，阐明了论文的研究目的及创新之处；并配以必要的关键词和参考文献；该文阐明了议题“小石岛填海造陆”的选题理由、课程目标、课程设计，认为设计议题时需要项目组的群策群力，SSI-L的设计与实施可以提高教师教育教学理论与实践水平，也可以提升学生的个人综合能力和核心素养，但学生的思维辩证能力、创新探究能力等还有待提升。彭梦华老师提出，填海造陆可以结合美国制裁中国相关企业的新闻，从国家战略安全的角度考虑。

林静老师总结道，SSI-L案例撰写若要结合理论，优先考虑课标或者与SSI相关的理论，如五育并举、核心素养、立德树人、高阶思维能力培养等；老师们不要畏惧理论和文献，但也不要为了理论而理论，导致陷入文献的汪洋大海中，这样反而无法成文，更多还是从自己实践的成果出发，反思课例本身的情况；后期希望大家继续保持团队协作，随着大家实践的深入，不仅能够写课程开发的案例文章，还可以结合评价、验证课程的实效来撰写更多研究论文。

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On July 21, 2021, from 19:30 to 21:30, the SSI-L project team of Beijing Normal University held an online meeting via Tencent Meeting to discuss matters related to the writing of SSI-L project. Dr. Lin Jing, the SSI-L project leader, together with subject experts, Mr. Peng Menghua, Mr. Cao Chunhao and Mr. Zhang Tao guided the meeting, and more than 30 backbone teachers from partner schools participated in the discussion.

Ms. Wang Yingshui, from Fuxin Primary School in Rongcheng, Shandong Province, shared her thoughts and conclusion of writing the SSI-L paper as the first speaker. She divided her paper into three parts: background of the topic, interpretation of the topic, and analysis of the topic. Based on introducing the topic and the basic information of the curriculum (five-star chart, driving questions), she focused on the third part, analyzing the ideas and details of the curriculum design to reflect the “learning field”. Besides, she also emphasized the importance of using a third-party narrative to describe the class example, simplifying the content of the example when necessary, and highlighting the ideas behind the example. Mr. Cao Chunhao pointed that the highlights of this paper were the use of the framework of “learning field” and the insightful analysis of the case example, especially the teacher-student dialogue, but he also suggested that the concluding part was not closely integrated with the theory of “learning field” and could be polished.

Ms. Meng Chunlin from Jiancaoping Experimental Middle School in Taiyuan, Shanxi Province, shared the writing process and content of their paper “Let the seeds of science germinate in students’ hearts – Where will the future of plastic runways go?” Based on the basic requirements from the project team, they referred three model papers and decided the format of the paper as “Background of the topic, interpretation of the topic, case study and analysis, and reflection on the case”, briefly introducing why the plastic runway was chosen as the topic, then focusing on the five-star diagram to illustrate the goals of this SSI-L activity, and detailing the design of the teaching activities and their content. Finally, she reflected on two problems of the paper, one is the vividness of the case narrative, and the other is how to detail the case properly. Ms. Meng found that the five-star diagram and the presentation of teaching links needed to be revised repeatedly, and that the content involving science was relatively easy to illustrate, while the content involving ethics was a more difficult one. She summed up her experience and believed that if people want to write a good SSI case paper, he or she must firstly deeply engage in the topic and accumulate materials, secondly learn educational theories and writing skills, and thirdly dare to pick up the pen. Mr. Peng Menghau suggested that the connotation of the five-star chart could be expressed in the form of activities, and the content of “toxic runway” and engineering falsification could be strengthened to enhance the ethical discussion.

Mr. Kong Pengfei from Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province, spoke to share the writing process and the content of the SSI-L paper in his school. The team first drafted a number of subject words that could explain the central idea of the full text, and finalized the title of the paper from these words according to the requirement. After determining the idea of writing the main body, they divided the paper into four parts, the background analysis of the topic, the overall design of the topic, the specific design of the module, and the summary & reflection, and then completed the writing in modules. The abstract first explained the theoretical situation of SSI, its practical application in China and the West, then condensed the essence of the four parts of the paper, clarified the research purpose and innovation of the paper, and added necessary key words and references. This paper clarified the rationale of the topic “Reclamation of Little Rock Island”, the curriculum objectives, and the curriculum design, and believed that the design of the topic required the collective efforts of the project team, and the design and implementation of SSI-L could improve the teachers’ theory and practical skills, as well as students’ personal comprehensive ability and core competencies, while students’ ability of dialectical thinking and innovative inquiry still needed to be further enhanced. Mr. Meng-Hua Peng suggested that the reclamation of land could be considered from the perspective of national strategic security.

Dr. Lin Jing concluded that if SSI-L case writing was to be combined with theory, priority should be given to the curriculum standards or theories related to SSI, such as “Educating Five Domains Simultaneously” (proposed by Cai Yuanpei), core competencies, moral education, and the development of higher-order thinking skills etc. Teachers should not be afraid of theory and literature, or caught in a sea of literature for the sake of theory, which might lead to nothing instead. It would be more important to reflect on the class itself from the results of one’s own practice. Dr. Lin encouraged the teachers to continue to maintain teamwork. “As we deepen our practice, we will not only be able to write case articles on curriculum development, but also complete more research papers by combining the evaluation and verification of the effectiveness of the curriculum”, said Lin at the end of the meeting.