2023年9月20日18:00-19:30，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，交流项目研究中遇到的问题。项目办与四所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课程中心主任唐枫指出议题“中学生为什么不能喝酒”在实施过程中遇到的问题：如何将在教学活动中评价学生，以评价促进教师教学。北京师范大学“SSI-L”项目负责人林静充分肯定了过程性评价的重要性，将评价融入教学，教师会更明确活动设计意图，以预期行为表现引导学生，在教学过程中掌控方向盘。林静指出，过程性评价内容可以是学生的概念理解。学生理解概念有一个思维加工的过程，要注重学生思维评价。此外，情感评价也是一个复杂且重要的工作。在评价过程中，教师需要想明白针对评价目标要学生干什么、怎么干，将评价目标分解为学生可达成的行为。清晰目标后，再设计具体的教学活动。活动确定后，要明确“评什么”，即评价指标的预期表现行为是什么，哪些行为表现是高水平的，哪些行为表现是低水平的，从而获得评价学生的标准。林静进一步指出，应将大目标分解为小目标，细化每个教学活动的评价目标，每个活动的评价目标应是特定的，不用面面俱到，避免每个活动的评价目标多和杂。
北京师范大学第二附属中学物理教研组组长韩立新老师围绕SSI-L案例《北京地区是否适合大范围推广太阳能光伏系统》介绍了课程在实施过程中是如何落实过程性评价的。韩立新指出，评价在学生活动中以个人汇报和小组汇报两种形式展开。小组汇报需要学生表述对问题如“太阳能路灯应采用什么样的光具”的认识并说明理由，教师从汇报的完整性、流畅性，以及资料的丰富性等角度评价学生。个人汇报时可以选择话题，如“北京地区太阳能资源是否支持大范围使用太阳能路灯？为什么？”个人汇报内容不要求全，学生能选其中一两方面深入说明即可。在评价过程中，很多问题没有固定答案，不同学科教师共同把关学生表述的科学性和深刻性。
韩立新又详细介绍了学校本学期设计的SSI-L课程《低碳校园行动指南》，并指出课程预期达成的目标以及在课程设计中遇到的困惑。杭州保俶塔实验学校项目团队教师段家茹、韩博展示了本学期正在开展的《水体富营养化》主题课程，介绍了第一节课的开展情况和下一节课的设想。北京东城区体育馆路小学项目团队教师田晓萌、贾鑫宇也介绍了本学期的SSI-L课程《低卡食物》。各合作校教师从专业性、如何调动学生积极性等角度对新学期课程展开讨论。
北京师范大学第二附属中学特级教师、项目学科指导专家组组长彭梦华肯定了所有团队课程的进步，并从以下三个个方面表述了SSI-L课程的意义所在。SSI-L课程的重要意义首先在于培养学生低碳、环保、节约的意识，其次在于培养学生保护环境的责任感，再次有助于学生掌握发现问题、认识世界的方法，掌握用实验、研究等方式解决问题的方法，掌握互相辩论以认清事理的方法。彭梦华也指出，从教材的角度来说，跨学科问题是立足于本学科知识，把知识与科学发展、人们的生活、工程技术等实际问题结合起来，不是不同学科的杂糅。SSI-L课程在教材跨学科的基础上又跨进了一大步，让学生综合地、用各个学科的知识处理实际问题，对学生大有裨益。彭梦华鼓励各合作校教师踏踏实实把工作做好，设计出让学生真正有收获的课程内容，为课程建立良好口碑，学生自然“慕名而来”。
林静肯定了各合作校的课程进展，并期待各合作校继续稳扎稳打，让课程从设计走向实践，从而更加落地，最终形成可推广、可分享的课程成果。
From 18:00 to 19:30 on September 20, 2023, the SSI-L project team held a webinar via Tencent Meeting, to discuss the curriculum design of partner schools and problems encountered in the project research. The project office and project team members from four partner schools participated in this webinar.
Tang Feng, director of the Curriculum Center of Yuxin School Affiliated to Capital Normal University, pointed out a problem that has come out in the implementation of the issue “Why middle school students cannot drink”: how to evaluate students in teaching activities and how to facilitate teaching through evaluation. Lin Jing, director of the SSI-L project at Beijing Normal University, fully affirmed the importance of process evaluation. By integrating evaluation into teaching, teachers will be clearer about the activity design purposes, guide students with expected behavioral performance, and take control of the steering wheel during the teaching process. Lin pointed out that the content of process evaluation can be students’ conceptual understanding. Students’ understanding of concepts involves a course of thinking processing, and attention should be paid to the evaluation of students’ thinking. In addition, emotional evaluation is also a complex and important task. During the evaluation process, teachers need to figure out what and how students are expected to do in response to the evaluation goals and break down the evaluation goals into behaviors that students can achieve. After clarifying the goals, teachers need to design specific teaching activities. When the activities are confirmed, it is necessary to clarify “what to evaluate”, that is, what are the expected performance behaviors of the evaluation indicators, which behaviors are high-level, and which behaviors are low-level, so as to obtain the standards for student evaluation. Lin further suggested that broad goals should be broken down into small objectives, and that the evaluation goals of each teaching activity should be refined. The evaluation goals of each activity should be specific and do not need to be exhaustive. It should be avoided to use multiple and complicated evaluation goals for each activity.
Han Lixin, team leader of the physics teaching and research group of the Second Affiliated Middle School of Beijing Normal University, introduced how to do process evaluation in course implementation based on the SSI-L case, “Is Beijing suitable for large-scale promotion of solar photovoltaic systems”. Han pointed out the evaluation is carried out in student activities in two forms: individual report and group report. The group report requires students to express their understanding of issues such as “What kind of light fixtures should be used for solar streetlights?” and explain their reasons. The teacher evaluates students from the perspectives of completeness, fluency, and abundance of information in the report. When making individual reports, students can choose their own topic, such as “Do the solar resources in Beijing support the widespread use of solar streetlights, and why?”. The individual report content does not require comprehensiveness. Students can choose one or two aspects of the issue and provide an in-depth explanation. During the evaluation process, questions have no fixed answers, and teachers from different disciplines should work together to ensure the scientificity and profoundness of students’ expressions.
Han Lixin also introduced in detail the SSI-L course on “Low Carbon Campus Action Guide”, designed by his school for this semester. He illustrated the curriculum goals expected to be achieved and the confusion encountered in the course design. Duan Jiaru and Han Bo, teachers of the project team of Hangzhou Baochuta Experimental School, presented the themed course on “Water Eutrophication” that is being carried out this semester and introduced the development of the first class and ideas for the next. Tian Xiaomeng and Jia Xinyu, teachers from the project team of Tianjin Road Primary School in Dongcheng District, Beijing, also introduced the SSI-L course on “Low-Calorie Food” this semester. Teachers from each partner school discussed these new semester courses from the perspectives of professionalism and how to mobilize students’ enthusiasm.
Peng Menghua, a special ranked physics teacher at the Second High School Attached to Beijing Normal University, and leader of the SSI-L project subject guidance expert team, fully affirmed the curriculum progress of all project teams and expressed the significance of the SSI-L curriculum from three aspects. The first lies in cultivating students’ awareness of low carbon, environmental protection, and conservation; the second is developing their sense of responsibility for environment protection; and the third is that it helps students master the methods of discovering problems and understanding the world, the methods to solve problems by experiments and research, and the methods of debate to identify the truth. Peng also pointed out that from the perspective of teaching materials, interdisciplinary issues are the combination of knowledge with practical issues such as scientific development, livelihood, and engineering technology based on the subject knowledge, not a simple mixture of different disciplines. The SSI-L curriculum takes a big step forward on the basis of interdisciplinary teaching materials, allowing students to comprehensively use knowledge from various disciplines to handle practical problems, which is of great benefit to themselves. Peng encouraged the teachers at the partner schools to do their jobs well, design course content that is truly rewarding for students, and establish a good reputation for the course, so that students are willing to learn from it.
Lin Jing affirmed the curriculum progress of each partner school and expected that each will continue to work steadily to move the curriculum from design to practice, thereby making it more practical and ultimately forming curriculum results that can be promoted and shared.