2024年6月19日下午，北师大SSI-L项目合作校首都师范大学附属育新学校成功举办了SSI-L合作研究项目的研讨会。北师大SSI-L项目学科指导专家北京教科院耿申研究员、北京师范大学第二附属中学物理特级教师彭梦华与项目办成员，以及首都师范大学附属育新学校SSI-L项目团队教师出席会议。
会议中，首都师范大学附属育新学校课程中心的唐枫主任、初二项目组教师焦健健、李萍等就本校“甜蜜诱惑——如何看待饮料？”这一社会性科学议题课程进行了深入的研讨。首先，唐主任详细阐述了《甜蜜诱惑》课程的整体框架、以任务为驱动的问题设计，以及初步的课程规划。课程初期将给予学生充分的自主权，鼓励他们自主提出问题、交流讨论、制定方案并尝试解决问题。对于后续课程设计，耿申强调了在议题设计中与课标、学情紧密结合的重要性，并明确界定了课程的主题领域，即健康、经济和环保。其中，饮料与健康作为核心主题，将作为课程讨论的重点。随着讨论的深入，课程将逐渐拓展至经济社会和环保等领域，以增强学生的社会责任感。耿老师还指出，课程设计中需充分考虑学生的知识年龄和认知水平，提倡以生成式的方式推进课程设计。
有关议题的争议性，耿老师与学校教师团队进行了深入的交流和探讨。他建议让学生提出具有争议性的问题，并引导学生深入交流和参与活动设计。同时，他也提出了一些具体的争议性问题，如“无糖饮料是否比有糖饮料更健康？” “鲜榨果汁与直接食用水果哪个更好？”以及“食品添加剂的使用是否安全？”等。唐主任则结合夏季瓶装饮料瓶垃圾增多的现象，提出了“鲜榨饮料与瓶装饮料哪个更环保？”“饮料可回收对环境的影响”以及“一次性包装与可回收包装哪个更合适？”等议题，这些议题旨在引导学生从多个角度思考问题，并鼓励他们创新性地寻找解决方案。
科学建模作为国际科学教育界提议的重要科学实践，在本次研讨会中也得到了充分的关注。SSI-L项目办刘阳丹指出，学生在日常生活中初具一定的认知模型，通过学习、调研和实验等活动，他们可以不断推翻、修改和完善这些认知模型，以进一步科学解释现象或解决问题，这对于培养学生的科学素养和实践能力具有重要意义。此外，刘老师提议，让学生以复刻爆款饮料为任务，通过奶茶店调查、资料搜集和实验等方式，以小组为单位动手制作一款相似的饮料。在此过程中，学生需要综合考虑健康、成本和安全等因素，并撰写报告和进行测评分析。
最后，唐主任提出了以辩论、角色扮演和圆桌论坛等方式作为课程的结课活动。这些活动旨在鼓励学生站在不同角度表达观点，并尝试列出健康清单进行综合评分。在不禁止饮用饮料的前提下，学生将学会如何选择更健康的生活方式以实现健康生活的目标。
撰稿人：首都师范大学附属育新学校 焦健健
On the afternoon of June 19, 2024, the SSI-L collaborative research project seminar was successfully held at Yuxin School Affiliated to Capital Normal University, a partner school of the SSI-L project at Beijing Normal University. Attendees included Geng Shen, a researcher from the Beijing Academy of Educational Sciences and disciplinary guidance expert for the SSI-L project, Peng Menghua, a special-rank physics teacher of the Second High School Attached to BNU, SSI-L project office members, and the SSI-L project team teachers from Yuxin School.
During the seminar, Tang Feng, Director of the Curriculum Center at Yuxin School, and Jiao Jianjian and Li Ping, Grade 8 project team teachers, conducted an in-depth discussion on the socio-scientific issue (SSI) course titled "Sweet Temptation—How Should We View Beverages?". Director Tang began by elaborating on the overall framework of the course, its task-driven question design, and preliminary course planning. At the outset, the course grants students significant autonomy, encouraging them to independently raise questions, engage in discussions, formulate plans, and attempt to solve problems. Regarding subsequent course design, Geng Shen emphasized the importance of aligning the topic design with curriculum standards and student needs while clearly defining the thematic domains of the course—namely, health, economy, and environmental protection. Among these, beverages and health were identified as the core theme and major focus for classroom discussions. As the course progresses, discussions will gradually expand to cover economic, social, and environmental aspects to enhance students' sense of social responsibility. Geng further highlighted the need to consider students' age-related knowledge and cognitive levels and advocated for a generative approach to course design.
On the topic of controversy within SSIs, Geng engaged in extensive dialogue with the school's teaching team. He recommended encouraging students to pose contentious questions and guiding them toward in-depth exchanges and participatory activity designs. He also proposed several specific controversial issues, such as: "Are sugar-free drinks healthier than sugary drinks?", "Which is better: freshly squeezed juice or eating fruit directly?", and "Is the use of food additives safe?" Director Tang incorporated the summer phenomenon of increased bottled beverage waste and proposed issues like: "Which is more environmentally friendly: freshly squeezed drinks or bottled drinks?", "What is the environmental impact of recyclable beverages?", and "Which is more appropriate: single-use packaging or recyclable packaging?" These topics aim to inspire students to think from multiple perspectives and encourage innovative problem-solving.
Scientific modeling, a key practice in international science education, also received significant attention during the seminar. Liu Yangdan, a member of the SSI-L project office, noted that students often develop rudimentary cognitive models in their daily lives. Through activities such as study, research, and experimentation, students can continuously revise, refine, and improve these models to better explain scientific phenomena or solve problems. This process plays a crucial role in cultivating students' scientific literacy and practical skills. Additionally, Liu proposed that students undertake a task of replicating a popular drink. Working in groups, they could conduct surveys at milk tea shops, gather relevant information, and perform experiments to produce a similar beverage. In doing so, students would need to consider health, cost, and safety factors comprehensively and submit a report with an evaluative analysis.
Finally, Director Tang suggested incorporating debates, role-playing, and round-table forums as concluding activities for the course. These activities aim to encourage students to express viewpoints from different perspectives and compile health-related checklists for comprehensive evaluation. Without outright banning beverage consumption, the goal is for students to learn how to make healthier lifestyle choices, thereby achieving the objective of healthy living.