2024年9月26日19:00-20:30，社会性科学议题学习“撷英计划”项目组在腾讯会议室举办了月度研讨活动，此次研讨主要聚焦课程进展、教学现状以及未来计划等方面。会议由SSI-L项目组成员罗铖吉主持，SSI-L项目负责人林静老师、SSI-L项目办成员以及“撷英计划”参与的两所学校——北京师范大学附属实验学校和北京师范大学亚太实验学校的项目组全体教师在线参与了研讨。
会议伊始，北京师范大学附属实验学校王成老师、孙翊斐老师、李梦豪老师，以及北京师范大学亚太实验学校小学部贾杰老师、初中部刘彩合老师、高中部董浩伟老师依次就本校SSI-L课程的本月实施进展、教学现状及后续计划等内容进行了交流，并提出了当前教学中存在的问题。
随后，SSI-L项目办成员与两所合作校教师针对提出的问题及后续课程教学策略进行了深入交流与探讨。在此次讨论中，不仅为所提出的问题提供了有效的解决方案，两所学校还相互借鉴了彼此在教学中积累的优秀经验。
最后，项目负责人林静老师对本次研讨活动进行了全面总结，并鼓励教师们在教学实践中注重教学节奏和思维可视化。她强调，教师应深入感知学生，研究学生，以问题驱动学生投入学习之中，创设互动情境，促进课堂思维的碰撞。同时，在课堂教学中，教师应通过适当的言语表达来助推学生思维加工，以提升教学互动的深度和效果。
On September 26, 2024, from 19:00 to 20:30, the Xieying Program of SSI-L Project held its monthly seminar via Tencent Meeting. The seminar focused on the course progress, current teaching practices, and future plans. The seminar was chaired by SSI-L project member Luo Chengji, with SSI-L project leader Lin Jing, other project office members, and faculty teams from the two participating schools of the Xieying Program — the Experimental High School Attached To Beijing Normal University and the Asia-Pacific Experimental School of Beijing Normal University — joining the discussion online.
At the outset of the seminar, Wang Cheng, Sun Yifei, and Li Menghao from the Experimental High School Attached To Beijing Normal University, Jia Jie from the primary school division, Liu Caihe from the middle school division, and Dong Haowei from the high school division of the Asia-Pacific Experimental School, shared updates on the monthly implementation of the SSI-L curriculum, the current state of teaching, and plans for the next stages. They also highlighted the challenges encountered in their teaching practices.
Subsequently, SSI-L project office members and teachers from both partner schools engaged in in-depth discussions and exchanges on the issues raised during the seminar and explored strategies for subsequent curriculum instruction. The discussions not only provided effective solutions to the challenges, but also enabled the two schools to learn from each other’s exemplary teaching experiences.
In the end, Lin Jing, the project leader, gave a comprehensive summary of the seminar and encouraged teachers to pay attention to teaching rhythm and visualization of thinking in teaching practice. She emphasized that teachers should deeply perceive and study students, use questions to drive students to engage in learning, create interactive situations, and promote the collision of classroom thinking. At the same time, in classroom teaching, teachers should use appropriate verbal expressions to promote students' thinking processing, thereby enhancing the depth and effectiveness of classroom interactions.