2024年3月6日19:00-21:00，SSI-L技俩组在腾讯会议室举行了在线研讨活动，主要围绕链接校北京市东城区体育馆路小学新学期的SSI-L议题选题张开探讨。会议由SSI-L技俩学科教导内行组组长、北京师范大学第二附庸中学物理学科特级教学彭梦华主握，SSI-L技俩认真东说念主、科学家、学科教导内行等出席会议并进行教导西野翔qvod，四所链接校的教学团队在线参与。

北京市东城区体育馆路小学侯京丹敦厚代表学校技俩团队先容了对于东说念主工智能议题学习的初步联想，包括文本剪辑、AI换脸、声息克隆等方面的时期附近近况和随之而来的争议点，并先容了意识东说念主工智能、分析东说念主工智能和总结议题的内容联想。彭梦华敦厚基于这一选题构想，一样与会者想考学生怎样剖析东说念主工智能管制问题的智力，以及怎样面临东说念主工智能带来的社会性问题。

北京师范大学第二附庸中学物理学科组组长韩立新敦厚强调了学生关心东说念主工智能议题的紧迫性，并以科幻作品中的伦理问题为例，如无东说念主驾驶的列车问题，探讨了东说念主工智能的伦理挑战。他还提议了机器东说念主与东说念主工智能的阔别，以及如安在涵养中一样学生剖析这些各别。中国科学院国度天文台郑永春酌量员从科技的角度启航，共享了他对东说念主工智能、机器东说念主和大数据相关的看法，并强调了涵养中应怎样一样学生剖析和应付这些时期。他提议应该一样学生梳理东说念主工智能的发展历史和要道事件，就怎样让学生通过扩充活动体验东说念主工智能给出建议。

齐门师范大学附庸育新学校课程中心唐枫主任接头了社会性科学议题的着手，包括讲义、学生困惑和社会热门，并探讨了东说念主工智能行为热门的合乎性。北京市密云区教学研修学院小学科学特级教学李伟臣敦厚提议怎样筹备顺应小学生的东说念主工智能无间活动，强调了活动应具有操作性和道理道感性，提议了让学生体验东说念主工智能家具，以及通过探问问卷了解东说念主工智能在不同边界的附近。东说念主民涵养出书社化学室副主任钟晓媛敦厚建议在接头东说念主工智能时，不错聚焦于具体附近，如自动驾驶，并探讨无间的说念德逆境。各校教学曹学龙、李萍、陈露、王东宁、符永兰、韩博等敦厚也积极发言，提议了各自的不雅点和建议，造成了丰富的接头氛围。

SSI-L技俩认真东说念主、中国基础涵养质料监测协同转变中心科学进步部主任林静敦厚对会议进行总结，强调了议题遴荐在接头议题的社会性、科学性、伦感性与绽开性的同期，依然从教学的角度，接头是否合乎学生学习。林敦厚指出，东说念主工智能照实是当下的一个热门话题。激励学生关心并体验东说念主工智能，这黑白常好的；但要让小学生围绕东说念主工智能开展SSI-L，则要肃肃接头。不错研读小学各学科课程轨范，望望能否从中挖掘到可支握小学生探讨东说念主工智能的学科知识与智力，了解小学生对东说念主工智能的知识与判断智力怎样。林敦厚强调SSI-L的选题与活动筹备应基于学生的领略水平，幸免过于空洞，确保学生大要通过内容体验和探究活动，大要造成我方的成见和剖析。

通过本次交流，各链接校教学与学科教导内行共同探索了SSI-L议题遴荐和顶层筹备中的问题，为链接校新学期的SSI-L课程筹备大开了想路。

开心五月

From 19:00 to 21:00 on March 6， 2024， the SSI-L project team held a webinar discussion via Tencent Meeting. The discussion focused on SSI-L issue selection for the new semester at a partner school， Tiyuguan Road Elementary School in Dongcheng District， Beijing. It was chaired by Peng Menghua， head of the disciplinary guidance expert team of the SSI-L Project and a special-rank physics teacher of the Second High School Attached to BNU. The SSI-L project leader， scientists， and disciplinary guidance experts attended the meeting and offered instructions. Teachers from four partner schools also participated into the discussion from online.

On behalf of the school project team， Hou Jingdan， from Tiyuguan Road Elementary School in Dongcheng District， Beijing， introduced their preliminary ideas around artificial intelligence of SSI-L， including the status of technological applications of text editing， AI face-changing， voice cloning， etc.， and the subsequent controversies. She also introduced the content design， which includes understanding AI， analyzing AI， and a return to the existing issues. Based on this design， Peng Menghua led participants to think about the ways in which students understand AI’s capability in problem-solving， and how they deal with the social issues brought by AI.

Han Lixin， leader of the physics subject group at the Second High School Attached to BNU， emphasized the significance of students’ interest in the AI issue. He took ethical concerns in science fictions as examples to discuss the ethical challenges of AI， for instance， the issue of driverless trains. He also mentioned the differences between robots and artificial intelligence， and how to instruct students to understand these differences through education. Zheng Yongchun， a researcher from the National Astronomical Observatory of the Chinese Academy of Sciences， shared his views on the relationship between artificial intelligence， robots， and big data from the perspective of science and technology. He stressed the ways in which science education instruct students to understand and cope with these technologies. He proposed that students should be guided to sort out the development history and key events of artificial intelligence. He also gave suggestions on how to allow students to experience AI through practice activities.

Tang Feng， director of the curriculum center of Yuxin School Attached to Capital Normal University， discussed the sources of AI issues， including textbooks， students’ confusion and social hotspots. He then talked about the appropriateness of artificial intelligence as a hotspot issue. Li Weichen， a special-rank science teacher at Miyun District Teacher Training College Primary School in Beijing， put forward ideas about how to design AI-related activities that are suitable for primary school students. He emphasized that these activities should be operational and entertaining， and then proposed that students should be encouraged to experience AI products， and learn about the application of AI in different fields through questionnaires. Zhong Xiaoyuan， deputy director of the Chemical Education Department of People’s Education Press， suggested that when discussing artificial intelligence， teachers could focus on specific applications， such as autonomous driving， and explore relevant moral dilemmas. Cao Xuelong， Li Ping， Chen Lu， Wang Dongning， Fu Yonglan， Han Bo， and other teachers from each partner school spoke up actively and expressed their own views and suggestions， creating a good discussion atmosphere.

Lin Jing， leader of the SSI-L project and director of the Science Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality， made concluding remarks of the discussion. She emphasized that issue selection of SSI-L should consider not only the social， scientific， ethical， and open nature of the topic， but also whether it is suitable for students to learn from the teaching perspective. Lin pointed out that artificial intelligence is indeed a hot topic at present. It is very good to arouse students’ interest and encourage them to experience AI. But it still needs careful consideration when it comes to carrying out SSI-L around artificial intelligence for primary school students. Teachers could study the curriculum standards across various primary school subjects， to see if they can excavate relevant disciplinary knowledge and abilities that support primary school students in AI discussion， and to learn about primary school students’ general knowledge and skills to make judgments of AI. Lin stressed that the issue selection and activity design of SSI-L should be based on students’ cognitive level， avoid being too abstract， and ensure that students can develop their own opinions and understanding through real-world experience and inquiry activities.

Through this exchange， teachers from each partner school and disciplinary guidance experts jointly discussed problems in SSI-L issue selection and top-level design， which opened up new ways of thinking for the new semester SSI-L curriculum design of partner schools.