2024年7月3日19:00-21:00，SSI-L项目组在腾讯会议举行了在线研讨活动，专注于探讨北京市东城区体育馆路小学的SSI-L课程设计“预制菜能否放心吃？”。此次会议由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物理学科特级教师彭梦华老师主持，SSI-L项目负责人、特邀专家以及三所合作校的教师团队在线参与。
马羽婷老师代表北京市东城区体育馆路小学详细介绍了对预制菜议题的研究设想。她从预制菜的定义、种类、发展历程谈起，分析了预制菜产业的迅速扩张及其带来的社会争议。马老师特别强调了预制菜的营养价值和食品安全问题，以及这些问题如何与学生的生活经验相联系。她提出的课程设计包括一系列实践活动，如让学生调查家庭成员对预制菜的态度、亲自体验预制菜的制作过程，以及通过问卷调查了解社会大众对预制菜的看法。
基于体育馆路小学的课程设计思路，北京教育学院石景山分院马强老师分享了他们对预制菜议题的研究。他提出，教师可以发动学生来构建预制菜的未来发展模型，培养学生对预制菜全面和清晰的认知，强调在教学过程中不给孩子强化固定结论的重要性，要让学生在认识、实验、探究和构建的过程中形成个人对预制菜的立体化认识。
北京师范大学第二附属中学韩立新老师从课程开发的角度分析了预制菜议题的教育价值，梳理了如何设定课程目标和内容，以及如何通过预制菜这一议题来培养学生的科学素养和社会责任感。韩老师提出，课程设计应聚焦于学生对饮食文化的了解和体验、劳动意识以及健康观念的形成，强调教学中应保持中立，为学生提供表达和讨论的空间，让学生在探究过程中形成自己的见解和理解。
与会其他老师围绕着如何将预制菜议题融入课程，以促进学生的全面认知和技能发展进行深入讨论。首都师范大学附属育新学校唐枫老师关注了预制菜与学科教学的结合点，李萍老师提出在教学中引导学生形成个人观点的重要性，而焦健健老师则建议在不同学段融入科学实验，以培养学生的科学思维和实践能力。北京师范大学第二附属中学符永兰老师分享了低碳饮食与健康饮食结合的经验，王东宁老师提出了将实践活动前置以增强学生体验的建议。
SSI-L项目负责人林静老师点评“预制菜能否放心吃？”设计思路，肯定了预制菜议题的教育意义，提倡应彰显跨学科主题学习框架来设计活动，强调活动促学生独立思考和科学探究。她认为，学生可通过一些实践活动来了解食品加工过程与技术，并基于科学证据对预制菜的安全性作出理性判断。此外，她指出避免过多地让学生去开展各种调查，应增强科学思维与实践活动来提升创新思维与创造性解决问题能力，以培养学生的科学思维、社会责任和实践技能。
彭梦华老师对会议进行了精炼的总结，强调了社会性科学议题学习在深化素质教育中的核心作用，并肯定了教师们在研讨中展现出的专业性和创造性。他鼓励教师们将会议成果应用于教学实践，以促进学生的全面发展。
On July 3, 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 "Can Prepackaged Foods Be Safely Consumed?" at Tiyuguan Road Elementary School in Dongcheng District, Beijing. The webinar 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. The SSI-L project leader, invited experts, and teacher teams from three partner schools participated online.
Ma Yuting, representing Tiyuguan Road Elementary School, provided a detailed presentation on the research concept of the pre-packaged food topic. She began with an explanation of the definition, types, and development history of pre-packaged foods, analyzing the rapid expansion of the industry and the resulting societal debates. Ma particularly emphasized the nutritional value and food safety concerns of pre-packaged foods and how these concerns relate to students' life experiences. Her course design included a series of practical activities, such as having students survey their family members’ attitudes toward pre-packaged foods, experience the preparation process firsthand, and conduct public opinion surveys to understand societal perceptions of pre-packaged foods.
Based on the course design framework of Tiyuguan Road Elementary School, Ma Qiang from the Shijingshan Branch of the Beijing Institute of Education shared their research on pre-packaged food. He suggested that teachers could engage students in constructing future development models for pre-packaged foods to foster a comprehensive and clear understanding. He stressed the importance of avoiding reinforcement of fixed conclusions during the teaching process, allowing students to form a multidimensional understanding of pre-packaged foods through recognition, experimentation, exploration, and modeling.
Han Lixin, a teacher from the Second High School Attached to BNU, analyzed the educational value of the pre-packaged food topic from the perspective of curriculum development. He outlined how to set course objectives and content while using the topic to cultivate students’ scientific literacy and sense of social responsibility. Han proposed that the course design should focus on enhancing students' understanding and experience of dietary culture, fostering labor awareness, and shaping healthy lifestyle concepts. He emphasized maintaining neutrality in teaching, providing space for students to express and discuss, and guiding them to form their own insights and understanding during exploration.
Other participating teachers engaged in an in-depth discussion on integrating the pre-packaged food topic into curricula to promote students’ holistic understanding and skill development. Tang Feng from the Yuxin School Affiliated to Capital Normal University focused on the intersections between pre-packaged food and subject teaching. Li Ping highlighted the importance of guiding students to develop personal viewpoints throughout teaching process, while Jiao Jianjian suggested incorporating scientific experiments at various grade levels to cultivate scientific thinking and practical abilities. Fu Yonglan from the Second High School Attached to BNU shared her experiences combining low-carbon and healthy diets, while Wang Dongning proposed introducing hands-on activities earlier in the process to enhance student engagement.
SSI-L project leader Lin Jing commented on the design approach of "Can Pre-packaged Foods Be Safely Consumed?", affirming its educational significance and advocating for the use of an interdisciplinary thematic learning framework to design activities. She emphasized fostering independent thinking and scientific inquiry through activities. Lin suggested that students should gain insights into food processing and technology through practical activities and make evidence-based judgments on the safety of pre-packaged foods. Additionally, she cautioned against excessive reliance on surveys, advocating instead for enhanced scientific thinking and practical activities to improve innovative thinking and innovative problem-solving skills, ultimately cultivating students' scientific mindset, social responsibility, and practical abilities.
Peng Menghua provided a concise summary of the webinar, underscoring the central role of socio-scientific issue learning in advancing quality education. He praised the professionalism and creativity demonstrated by the teachers during the discussion and encouraged them to apply the webinar outcomes in their teaching practices to promote students’ comprehensive development.