[SSI Learning] 全国高中学段研讨纪要（2021-09-01）
Minutes of the online meeting for SSI Learning project in high schools (09/01/2021)

本期安排的全国高中学段SSI-L教学案例撰写在线研讨会于9月1日晚7:00至8:30在腾讯会议室进行。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，AISL学科指导专家、学段负责人与高中学段基地校的骨干教师参加了此次在线研讨。

首先，来自华东政法大学附属中学的闵佳老师分享了以《SSI学习的实践与研究——以华东政法大学附属中学为例》为主题的SSI-L教学案例，通过总结过去一年学校开展SSI-L活动的情况，以期为未来开展SSI-L活动提供参考。其中《亚硫酸盐用作食品添加剂》单元以“1）什么是食品添加剂？2）二氧化硫和亚硫酸盐为什么可以用作食品添加剂？3）食品添加剂的使用标准是什么？”为驱动性问题开展SSI-L活动。活动主要以化学学科为主，未来期望融入更多学科的内容。

其次，谭永平老师分享了SSI-L议题案例撰写主要需要关注的问题。谭老师建议在案例撰写的过程中多思考，尽量全面考虑。谭老师点评闵佳老师撰写的案例中尚未体现“重头戏”，即这个项目是怎么进行的？项目的过程是如何展开的，这些过程如何体现SSI议题特点？重点需要体现社会性、科学性和实践性，而不仅是学科内概念的学习。案例的撰写应基于教学开展的实际情况，除文字描述以外还应增加开展SSI-L的图片等素材，以直观体现教学的实际情况。谭老师还建议增加“我为什么选这个议题？这个议题有何意义和价值？该议题的开展与本校的实际联系如何？”等内容，为读者提供更多议题开展的背景信息。

来自北京昌平一中的周有祥老师分享了阅读美国北卡罗来纳州立大学高中学段SSI-L教学案例的感悟，认为当前我们在开展SSI-L活动时所体现的理论元素过多，而落实到学生的操作和实验探究层面的内容过少。周有祥老师分享了以“碳中和”为主题的SSI-L活动的初步设想，一方面仔细考量学生思维的发展，另一方面以纸袋的使用入手开展SSI-L活动设计。

谭永平老师建议案例的撰写应以上学期开展的SSI-L活动的实践情况为基础，建议本学期开展SSI-L实践活动的同时进行教学案例的撰写。谭永平老师肯定了周有祥老师以“碳中和”为主题的SSI-L活动的初步设想，认为该议题充分融合了生物、地理等学科的学习内容并与社会紧密联系，具有新意且可行。谭老师建议老师们关注并积极参与SSI-L项目全国初中学段的研讨会。林静老师就高中学段研讨会的组织协调及如何更好的助推SSI-L项目与参会专家及教师们进行了讨论，以促进SSI-L项目取得更好的成就！

The online meeting of SSI-L case writing for high schools was held from 7:00 to 8:30 p.m. on September 1 via the Tencent Conference Room. Tan Yongping, Leader of the National High School Section and Director of the Biology Office of People’s Education Press, presided over the online meeting, which was attended by AISL subject specialists, section leaders and backbone teachers at the partner schools.

First, Mr. Min Jia, from the High School Affiliated to East China University of Political Science and Law, shared a case study of SSI-L with the theme of “Practice and Research of SSI Learning – Taking the High School Affiliated to East China University of Political Science and Law as an Example”. By summarizing the SSI-L activities carried out in the previous year, he hoped it could provide reference for future SSI-L activities. The unit “Sulfites as Food Additives” was based on the three driving questions: “1) What is a food additive, 2) Why can sulfur dioxide and sulfites be used as food additives, and 3) What are the standards for the use of food additives?”. The activities were mainly focused on chemistry, and were expected to integrate more subjects in the future.

Next, Mr. Tan Yongping shared the main concerns for case writing on SSI-L topics. He suggested to think more and consider as comprehensively as possible in the process of case writing. Mr. Tan commented that the case written by Ms. Min Jia did not reflect the “big picture”, i.e., how the project was carried out? How did the process of the project unfold and how did the process reflect the characteristics of the SSI issue? The focus needed to be on social, scientific, and practical aspects, not just on the learning of concepts within the discipline. The case writing should be based on the actual situation of teaching and learning. In addition to textual descriptions, pictures and other materials of SSI-L should be added to visually reflect the actual situation of teaching and learning. Mr. Tan also suggested adding more contents, like “Why did I choose this topic?”, “What is the meaning and value of this topic?”, and “How does this issue relate to the actual situation in my school?” etc., to provide readers with more background information on the development of the topic.

Mr. Zhou Youxiang from Changping No. 1 High School of Beijing shared his insights from reading the case study of SSI-L teaching at North Carolina State University in the U.S. He believed that we currently have too many theoretical elements in SSI-L activities and too little content in the hands-on and experimental investigations of students. Mr. Zhou talked about the initial idea of the SSI-L activity on the theme of “Carbon Neutral”, considering the development of students’ thinking on the one hand, and conducting the SSI-L activity design with paper bags on the other hand.

Mr. Tan suggested that the case writing should be based on the SSI-L activities conducted in the previous semester, and it should be carried out at the same time as the practice of SSI-L activities. He affirmed Mr. Zhou’s initial idea of SSI-L activity with the theme of “Carbon Neutral”, which was deemed as innovative and feasible as it fully integrated the learning contents of biology and geography and was closely related to the society. Mr. Tan encouraged teachers to follow and actively participate in the SSI-L seminars for middle schools. At last, Dr. Lin Jing discussed with the participating experts and teachers about the organization and coordination of the seminars and how to better promote the SSI-L project to achieve better results.