2024年10月31日,在北京师范大学“社会性科学议题学习”项目负责人林静老师的组织与带领下,在北京市小学科学特级教师曹春浩老师具体指导下,北京市通州区SSI-L团队做了本期公益沙龙活动。会议由北京市通州区教师研修中心科学研修员沈文炎老师主持。
会议伊始,北京市通州区台湖学校韩松洋老师以《从小学科学课标出发使议题的确定从偶然走向必然》为题阐述自己的观点。韩老师从课标出发,研究糖与健康的联系,确定通州团队的SSI-L可以围绕此议题展开,并设计相关驱动性问题。接下来北京市通州区教师研修中心实验学校李新淼老师开展《依据学习主题深入挖掘社会因素各个方面的联系 使跨学科有机结合在一起》为论点的叙述,李老师精心梳理科学、道德与法治、体育、劳动学科中涉及饮食与健康的内容,将梳理的饮食与健康内容利用“星形模型”与SSI-L建立联系。紧接着北京教育科学研究院通州区第一实验小学杨庄校区江卫园老师以《确定驱动性问题链提高跨学科设计的逻辑性》为出发点展开分享,江老师介绍了通州区团队是如何利用他人优秀的案例,认真研讨其形式和内涵,最终形成该议题的问题链。北京市通州区教师研修中心实验学校张楠老师以《从“形”似到“神”似促进教学任务从设计到实施》为题谈了自己的想法。张老师以帝王蝶案例为模板谈到从在议题结构上“形”似,再到自己团队开发案例在实质上做到内涵的“神”似,从“形”“神”两个方面阐述自己对教学实施的看法。最后由北京市通州区运河小学焦媛静老师以《构成点面结合的评价体系促进社会性科学议题教学目标的达成》为题,介绍自己对SSI-L中如何进行学生评价的想法。焦老师从评价与跨学科学习的关系,如何建构立体综合的评价体系等几方面做了说明,力争使评价体系做到可操作、可实施、可测量。
最后,林静老师对通州区团队的研究予以肯定,对糖与人类健康的议题表达了自己的见解,希望未来通州团队能够把饮食与健康这一社会性科学议题进一步有机整合进小学科学教学之中,能够促进小学生从多角度观察问题,思考问题。
社会性科学议题学习案例的开发是一个系统的、相对复杂的工程。今后的研究会在团队的齐心协力下,进一步朝着学生思维发展、观念更新、元认知提升方面开展探索。
供稿:焦媛静 沈文炎
On October 31, 2024, with the organization and leadership of Lin Jing, head of the Beijing Normal University Socio-Scientific Issues Learning Project, and with the specific guidance of Cao Chunhao, a special-rank primary school science teacher in Beijing, the SSI-L team from Tongzhou District, Beijing, conducted this session of the Public Salon. The event was hosted by Shen Wenyan, a science education instructor from the Tongzhou District Teachers Training Center.
At the beginning of the meeting, Han Songyang from Taihu School in Tongzhou District presented his perspective with the title "Shifting the Determination of Issues from Contingency to Necessity Based on Primary School Science Curriculum Standards." Han analyzed the connection between sugar and health based on curriculum standards and proposed that the Tongzhou team’s SSI-L project could center around this topic, designing relevant driving questions accordingly.
Next, Li Xinmiao from the Experimental School of the Tongzhou District Teachers Training Center delivered a presentation titled "Delving into the Social Dimensions of a Learning Theme to Achieve Interdisciplinary Integration." Li carefully outlined the connections between diet and health across disciplines such as science, ethics and civics, physical education, and labor education, utilizing the “star model” to link these interdisciplinary elements to SSI-L.
Following this, Jiang Weiyuan from the Yangzhuang Campus of the First Experimental Primary School in Tongzhou District shared insights with the theme "Establishing a Chain of Driving Questions to Enhance the Logical Coherence of Interdisciplinary Design." Jiang explained the ways in which the Tongzhou team leveraged exemplary cases from others, analyzed their structure and content, and ultimately developed a cohesive chain of questions for their topic.
Then, Zhang Nan from the Experimental School of the Tongzhou District Teachers Training Center elaborated on her ideas in a talk titled "From 'Structural Similarity' to 'Conceptual Alignment': Advancing Teaching Tasks from Design to Implementation." Zhang used the monarch butterfly case as a template, discussing how her team transitioned from mimicking the structure of a case (“structural similarity”) to aligning with its deeper conceptual core (“conceptual alignment”), providing a structural and conceptual dual-layer perspective on teaching implementation.
Finally, Jiao Yuanjing from Yunhe Primary School in Tongzhou District presented her views in a talk titled "Building a Combined Point-and-Surface Evaluation System to Achieve the Teaching Objectives of Socio-Scientific Issues." Jiao discussed her approach to student evaluation in SSI-L, covering aspects such as the relationship between evaluation and interdisciplinary learning, and how to construct a multidimensional evaluation system that is practical, actionable, and measurable.
In conclusion, Lin Jing affirmed the Tongzhou team’s research achievements and shared her insights on the topic of sugar and human health. She expressed her hope that in the future, the team would further integrate the socio-scientific issue of diet and health into primary school science teaching, fostering students' ability to observe and think about problems from multiple perspectives.
The development of socio-scientific issue learning cases is a systematic and relatively complex endeavor. Future research, with the collective efforts of the team, will continue to explore aspects such as developing students' thinking, updating concepts, and enhancing metacognition.