2024年9月25日19:00-21:00,北京师范大学SSI-L项目组在腾讯会议聚焦项目合作校北京市东城区体育馆路小学的SSI-L课程设计“我们身边的食品——预制菜能否放心吃?”开展研讨。项目负责人、学科指导专家及合作校的教师团队积极参与。
会议由SSI-L项目学科指导专家组组长、北京师范大学第二附属中学的物理学科特级教师彭梦华老师主持。体育馆路小学侯京丹老师首先分享了“预制菜能否放心吃?”的课程框架。该课程共计10节课,内容涉及预制菜的定义、类型、社会实践调查、中外饮食文化对比等,旨在引导学生进行全面探讨。接着,该校金楚惟老师以第九节课“综合探讨:你对待预制菜如何看待?”为例,进行了说课,详细展示了课程目标、内容、形式及学生实践活动设计的细节。
彭梦华老师对课程设计给予高度赞誉,并针对课程名称的优化提出建议。与会教师分别就信息可靠性、学生学习评价、实验检验、主题升华及跨学科知识运用等问题,围绕预制菜议题如何更好地融入学科课程、促进学生全面发展等展开了热烈讨论。体育馆路小学的金楚惟、侯京丹、马羽婷三位老师进行了回应,强调了课程的宗旨目标是让学生从健康生活的角度学会健康饮食。
项目合作校北京师范大学第二附属中学的韩立新老师对该课程的开发给予了肯定,并提出了两点建议:一是根据《2022年义务教育科学课程标准》明确关联的各个知识点;二是社会性科学议题应具有争议性与不确定性,教师在教学过程中宜使用支架式的提示语言,而非确定性或倾向性的语言。
海淀区教师进修学校教育集团中学生物学特级教师周有祥老师建议深入挖掘议题的知识内涵,同时从科学和人文角度培养学生的思维能力。特邀专家北京市教育科学研究院耿申研究员指出,议题选择应立足现实情境;设定学习目标时,应着重培养学生的高阶思维;评价方法上,建议采用动态迭代的评价策略,持续优化评价标准,以确保教学目标的实现。
SSI-L项目负责人林静老师指出“预制菜”这一社会性科学议题应是激发学生主动学习的优质载体,课程顶层设计可涵盖现代饮食文化、烹饪劳动、科技知识、健康观念和依法治理等多方面内容,引导学生辩证看待当前预制菜存在的问题,探讨其存在以及发展的价值与可行性。林静老师强调,在具体课堂实施中,教师要注重构建以学生为中心的学习环境,推动而不是约束学生之间的思维互动,供学生生成自己的观点。
此次交流活动增进了合作校教师与学科指导专家之间的交流互动,促大家携手进一步共同探寻优化SSI-L课程设计与课堂实施的有效策略。
On September 25, 2024, from 19:00 to 21:00, the SSI-L project team at Beijing Normal University held a webinar discussion via Tencent Meeting, focusing on the SSI-L curriculum design of "Food Around Us: Can Prepackaged Foods Be Safely Consumed?", for its partner school, Tiyuguan Road Elementary School in Dongcheng District, Beijing. The webinar saw active participation from the project leader, disciplinary guidance experts, and the teaching team from the partner school.
The meeting was chaired by Peng Menghua, head of the SSI-L Project disciplinary guidance expert group and a special-rank physics teacher of the Second High School Attached to BNU. Hou Jingdan from Tiyuguan Road Elementary School, first presented the curriculum framework for "Can Prepackaged Foods Be Safely Consumed?". The course consists of ten lessons covering topics such as the definition and types of prepackaged foods, social practice investigations, and comparative analyses of dietary cultures in China and abroad. The aim is to guide students in a comprehensive exploration of the topic. Following this, Jin Chuwei from the same school elaborated on Lesson 9, "Comprehensive Discussion: What Is Your View on Prepackaged Foods?", providing a detailed demonstration of the lesson's objectives, content, format, and the design of student practice activities.
Peng Menghua highly praised the course design and offered suggestions for optimizing the course title. Participating teachers engaged in lively discussions on issues such as information reliability, student learning evaluation, experimental validation, thematic elevation, and the integration of interdisciplinary knowledge. The discussions focused on how the topic of prepackaged foods could be better embedded into subject curricula to foster students' holistic development. Jin Chuwei, Hou Jingdan, and Ma Yuting from Tiyuguan Road Elementary School responded to these points, emphasizing that the course's primary goal is to teach students healthy eating habits from the perspective of living a healthy life.
Han Lixin from the project’s partner school, the Second High School Attached to BNU, affirmed the value of the course and proposed two suggestions: First, align the course with the relevant knowledge points outlined in the 2022 National Science Curriculum Standards for Compulsory Education. Second, recognize that socio-scientific issues should possess elements of controversy and uncertainty. Teachers should employ scaffolded instructional language rather than definitive or biased language during instruction.
Zhou Youxiang, a special-rank middle school biology teacher from the Haidian District Teacher Training School Educational Group, recommended delving deeper into the knowledge content of the issue while cultivating students' critical thinking skills from both scientific and humanistic perspectives. Invited expert Geng Shen, a researcher from the Beijing Academy of Educational Sciences, emphasized that topic selection should be grounded in real-life contexts. When setting learning objectives, the focus should be on fostering higher-order thinking in students. For evaluation methods, Geng advocated for dynamic and iterative evaluation strategies to continuously refine evaluation standards and ensure the achievement of teaching goals.
SSI-L project leader Lin Jing highlighted that "Prepackaged Foods" is an exemplary socio-scientific issue for stimulating student-driven learning. She suggested that the curriculum’s top-level design could encompass modern dietary culture, culinary labor, scientific knowledge, health concepts, and legal governance. This would enable students to critically examine the current challenges of prepackaged foods and explore their value and feasibility for future development. Lin Jing emphasized that, during classroom implementation, teachers should focus on creating a student-centered learning environment, encouraging rather than constraining intellectual interaction among students, and fostering the generation of independent viewpoints.
This exchange event enhanced communication and interaction between teachers from partner schools and disciplinary guidance experts, promoting collaborative efforts to explore effective strategies for optimizing SSI-L curriculum design and classroom implementation.