2024年12月4日19:00-21:00，北京师范大学社会性科学议题学习“撷英计划”项目组在腾讯会议上举办了月度研讨活动，此次研讨主要聚焦课程进展、教学疑惑与经验以及年会交流安排等方面。会议由SSI-L项目组成员赵红艳主持，SSI-L项目负责人林静、SSI-L项目组成员以及参与“撷英计划”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，北京师范大学附属实验学校王成老师、孙翊斐老师，就本校SSI-L课程实施进展中的问题进行了交流，贾杰老师与王成老师还分享了在课程实施过程中的一些经验与收获。其他与会教师与SSI-L项目组成员也针对现场的问题及后续课程教学策略进行了深入交流与探讨。两所学校通过相互借鉴彼此在教学中积累的优秀经验，从而能够进一步助推未来SSI-L课程的高效实施。
项目负责人林静老师高度赞扬了团队的集体合作与取得的课堂实施成效，并对大家提出的一些教学疑问进行了解答。科学建模在概念上具有复杂性，在教学实施过程中具有困难性，林老师希望教师能够通过模型构建、使用、评价和修正的四个步骤，激发学生的心理活动，进而完善建模过程。对于建模教学活动的各个环节，教师也可以根据学生迷思概念的具体外显，适当调整教学顺序。对于科学探究实验，林老师希望教师能够以研究者的身份，进一步去拓展动手实验乃至虚拟实验，从而让学生对全球变暖危害有更深入的认识。
最后，林老师肯定了SSI-L课程对于促进学生科学思维、科学实践和价值观发展的重要作用，对接下来的年会交流及工作坊活动进行了安排，并期望SSI-L项目组以及“撷英计划”合作校的展示能成为本次学术年会的亮点。
On December 4, 2024, from 19:00 to 21:00, the Xieying Program of SSI-L Project at Beijing Normal University held its monthly seminar via Tencent Meeting. The seminar focused on curriculum progress, teaching challenges and experiences, and preparations for the annual conference. The meeting was chaired by Zhao Hongyan, a member of the SSI-L project team, with SSI-L project leader Lin Jing, other project office members, and faculty teams from the two partner 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, Jia Jie, from the primary school department, Liu Caihe, from the middle school department, and Dong Haowei, from the high school department of the Asia-Pacific Experimental School of Beijing Normal University, and Wang Cheng and Sun Yifei, from the Experimental High School Attached To Beijing Normal University, exchanged views on the problems encountered in the SSI-L curriculum implementation process in their schools. Jia Jie and Wang Cheng also shared their experiences and insights gained during the curriculum implementation. Other participating teachers and SSI-L project office members engaged in discussions and exchange of the issues raised during the seminar and strategies for the subsequent stages of curriculum teaching. Both schools learned from each other on the valuable experiences accumulated in their teaching practices, to further promote the efficient implementation of the SSI-L curriculum in the future.
The SSI-L project leader Lin Jing highly praised the collaborative efforts of the team and the effectiveness of classroom implementation. She addressed several teaching challenges raised during the seminar. Scientific modeling is complex in concept and difficult in the teaching implementation process. She encouraged teachers to stimulate students' psychological activities through the four steps of model construction, model application, model evaluation, and model revision. In so doing, the modeling process can be improved. For each step of the modeling teaching activity, teachers can also adjust the sequence of teaching activities appropriately according to the specific manifestation of students' misconceptions. Regarding scientific inquiry experiments, Lin hoped that teachers adopt a researcher’s mindset to expand hands-on and virtual experiments, enabling students to gain deeper insights into the harms of global warming.
In the end, Lin Jing affirmed the significant role of the SSI-L curriculum in promoting students' scientific thinking, scientific practices, and value development. She outlined the arrangements for the upcoming annual conference and workshops, expressing her hope that the presentations by the SSI-L project team and the Xieying Program partner schools would become highlights of the academic event.