[SSI Learning] 全国高中学段研讨纪要（2020-09-29）
Minutes of the online meeting for SSI Learning project in high schools (9/29/2020)

在前期基地校领航团队“社会性科学议题的教学设计与校本实施”研修的基础上，为助推各校设计高质量的SSI-L活动方案，项目组定期安排各学段在线研讨活动。本期为高中学段，于9月29日晚7:10至9:00在腾讯在线会议室上进行。全国高中学段负责人、人民教育出版社生物室谭永平主任主持，来自高中学段7所基地校骨干教师、AISL学科指导专家以及其他学段负责人与骨干教师约60人参加了此次在线研讨。

谭永平主任邀请北京师范大学二附中物理特级教师彭梦华老师、北京市第五中学语文特级教师梁捷老师、北京师范大学附属实验中学生物特级教师林祖荣老师、北京师范大学第二附属中学化学特级教师孙敏老师等AISL学科指导专家和SSI学习项目负责人、中国基础教育质量监测协同创新中心科学提升部主任林静老师一起作为指导专家出席本次在线研讨。来自三所基地校的骨干老师分别就各自学校目前开展SSI-L活动的情况做了简要的分享汇报。山西师范大学实验中学的郭峰老师就本省较为关注的粉尘污染问题，介绍了高一年级学生开展社会性议题活动的基本思路。湖南省株洲市九方中学的赵菁老师围绕癌症患病率，从指向学生发展核心素养的角度分享了开展社会性议题活动的提案。北京师范大学附属中学的赵昕老师以当前全球最为关注的疫情为选题，分享了本校已经实施的抗疫主题科普课程和STEM在线学习项目式课程的具体情况。

图1 北京师范大学附属中学赵昕做分享汇报

彭梦华老师、林祖荣老师、梁捷老师、孙敏老师依次对每所学校的SSI-L活动方案提出建议与意见。彭梦华老师对议题的可操作性进行了分析与点评，建议缩小研究问题进行深入挖掘，进一步细化实施方案并落实；在SSI-L活动方案的设计方面，应注意联系各学科具体知识，让学生进行实践和操作。林祖荣老师首先肯定了各基地校的选题方向，然后从SSI-L活动实施的角度为各基地校的SSI-L活动方案给出了具体的建议。比如，研究癌症的倾向性不够科学，因为相关关系无法转化为因果关系，建议调整研究的内容。同时应考虑癌症患者的隐私问题，可以引导学生注意健康的生活方式。梁捷老师强调所选议题应明显体现开放性，建议选取结构不良的问题，保证所选议题能有多种合理的解决方案，不可选取已有定论的议题。另外，开展SSI-L活动应围绕明确的重要概念展开教学，还应考虑学生已有的认知和SSI-L活动的可行性。孙敏老师强调确定议题应考虑研究的“尺度“，应首先定位自身的角色，再进一步明确研究方法和实践过程，不应广泛涉及议题的方方面面。另外，SSI-L活动应在保证可行性的基础上突出训练学生的动手实践能力，培养学生的科学品质。

图2 五位学科指导专家

谭永平主任结合专家的点评和指导，首先肯定了三所学校在SSI项目所做的探索并提出了以下几点建议。第一，社会性科学性议题涉及的范围不可过大，在锻炼学生科学思维的同时确保议题研究的可操作性。第二，社会性科学性议题需要与学科重要概念紧密结合并深入到核心素养，以更好地发挥社会性科学议题活动的教育价值。第三，跨学科的社会性科学议题需要体现其综合性，可通过跨学科的大概念将各学科有机整合起来。第四，SSI-L活动方案需要体现更强的实践性，部分方案需要进一步细化，确保方案的可行性。

林静老师最后强调在高中阶段开展SSI-L活动应注意的几个问题。第一，SSI-L活动不可变成传统的课程或高中新课程实施的研究性学习活动。第二，不可安排大量的课外活动或大量扩展学生的知识面，造成学生额外的学习负担。第三，应充分重视议题的价值和目标的定位，提供每周至少两课时供学生探究，通过学生思维的碰撞，促进学生发展，从而更好地发挥SSI-L活动的教育价值。第四，各基地校应重视骨干教师团队的稳定性，确保教师核心骨干成员的数量和参与程度，并通过各级各类团队的协同合作创新来进一步为学生提供好的教学，充分发挥AISL科学素养提升联盟的价值。

图3 线上会议室剪影

On the basis of the previous workshop on “Instructional Design and School-based Implementation of Socio-scientific Issues”, the project team regularly arranges online seminars for schools of different sections to design high-quality SSI-L activity plans. Here comes the session for high schools, which was held through via Tencent online conference room from 7:10 pm to 9:00 pm on September 29th, 2020. Hosted by Mr. Tan Yongping, Head of the National High School Section of SSI-L project and Director of the Biology Department of People’s Education Press, the meeting was attended by around 60 people, including backbone teachers from 7 partner high schools, AISL expert team members, and backbone teachers of elementary and middle schools.

Mr. Tan Yongping invited Mr. Peng Menghua, a special-ranked physics teacher from the Second High School Attached To Beijing Normal University, Ms. Liang Jie, a special-ranked Chinese teacher of Beijing No. 5 High School, Mr. Lin Zurong, a special-ranked biology teacher of the Experimental High School Attached To Beijing Normal University, Ms. Sun Min, a special-ranked chemistry teacher from the Second High School Attached To Beijing Normal University, and Dr. Lin Jing, Director of the Science Education Quality Development Department of China Collaborative Innovation Center of Assessment for Basic Education Quality, as well as AISL expert team members and SSI learning project leaders, to attend the online seminar as expert instructors. Three backbone teachers shared a brief report on the current SSI-L activities in their respective schools. Mr. Guo Feng from the Experimental Middle School Of Shanxi Normal University introduced some basic ideas of carrying out socio-scientific issue activities for the first year high school students on the problem of dust pollution, which is a hot issue in Shanxi province. Ms. Zhao Jing, a teacher from Zhuzhou Gofront Middle School in Hunan province, shared her proposal for a socio-scientific issue activity from the perspective of developing students’ key competencies around the prevalence of cancer. Ms. Zhao Xin from the High School Affiliated To Beijing Normal University chose the most concerned Covid-19 pandemic as the topic, and shared the details of her school’s popular science anti-pandemic courses and STEM e-learning project-based curriculum.

Mr. Peng Menghua, Mr. Lin Zurong, Ms. Liang Jie and Ms. Sun Min provided suggestions and comments on the SSI-L activity program of each school. Mr. Peng Menghua analyzed and commented on the feasibility of the topics, and suggested that the research questions were too big and should be narrowed down, and the action plan should be further refined and implemented properly. He also pointed that in the design of the SSI-L activity program, attention should be paid to the connection of the specific knowledge of each subject so that students can actually practice and operate. Mr. Lin Zurong firstly affirmed the topic direction of each partner school, and then gave specific suggestions for each program from the perspective of SSI-L activity implementation. For instance, to study the tendency of cancer is not suitable as the correlation cannot be translated into a causal relationship, and it is suggested to adjust the content of the research. Besides, the privacy of cancer patients should be considered, and students can be guided to follow a healthy lifestyle. Ms. Liang Jie emphasized that the selected topics should be clearly reflecting openness, and suggested selecting poorly structured issues to ensure that the selected topics can have multiple reasonable solutions, rather than selecting topics that have already been settled. In addition, SSI-L activities should be carried out around specific and important concepts, and students’ existing knowledge and the feasibility of SSI-L activities should also be considered. Ms. Sun Min stressed that the “scale” of research should be taken into account when determining a topic, and that the role should be defined first, and then the research method and practice process be further clarified, instead of covering all aspects of a topic within the program. Furthermore, on the premise of ensuring the feasibility, SSI-L activities should highlight the training of students’ practical skills and the cultivation of their scientific qualities.

Dr. Lin Jing concluded by emphasizing several issues that should be taken into consideration when carrying out SSI-L activities in high school. First, SSI-L activities should not be transformed into traditional courses or research-based learning activities with a lot of off-campus investigations for students. Second, this program should not be arranged in a large number of extracurricular activities or aimed at expanding students’ knowledge significantly, which may result in extra burden on students. Third, full attention should be paid to the value of the issues and the positioning of the goals. Teachers can provide at least two class hours per week for students, and promote student development through the collision of students’ thinking, so as to better exert the educational value of SSI-L activities. Fourth, each partner school should attach importance to the stability of the teaching team and ensure the number and participation of backbone teachers, and meanwhile, should provide good teaching for students through the collaboration and innovation of various teams at all levels and a full play to the value of the AISL.