2022年1月5日晚19:00-21:30，SSI-L项目高中组在腾讯会议室举行在线研讨活动，共议各校议题选择与课程实施进展。会议由高中学段负责人、人教社生物室主任谭永平老师主持，学科指导专家、基地校联络人与骨干教师参与了本次研讨。
湖南省株洲市九方中学陈舟老师介绍了该校针对高一学生融合了地理、政治、化学、物理等多学科的SSI-L活动设计。项目规划了8个活动，其中对智轨列车“轨道画地上，智慧感之路”这一活动做了具体介绍。该活动设计了四个问题：1）考虑道路宽度问题，为防止刮擦，技术人员应进行哪些改善，设计原理是什么？2）列车无需铺设钢轨，仅沿着白色交通线行驶，白色交通线的材质是什么？3）列车体型巨大如何掉头？4）智轨所用的定位方式是否与“卫星定位+信标”的组合方式相同？项目活动包括体验活动和小组辩论。谭永平老师肯定了该选题具备地域特色和多学科综合性，也体现了开放性。谭永平老师提出两个问题：如何在必要的时候提供学生欠缺的知识？如何增强科学性的特点，加入更多动手实践的部分？陈舟老师回答以后难度加深的话会加入电磁学的知识，动手实践环节会主要集中在能源选择和车身材料的选择上。
北京市海淀区教师进修学校附属实验学校的方红娟老师介绍了该校的生物多样性课题，体现顶层设计的星形图包含科学、道德、文化、经济、政治五个方面的学习目标，学科融合包括生物、地理、化学、物理等。目前根据不同的学科特点已确定5个子驱动性问题，例如人类活动、气候变化与生物生存——气候变化对物种生存的影响；塑料时代——以塑料为题目，如何让垃圾变为资源。该议题意在让高中生在学习活动过程中获得更多国际前沿知识，培养跨学科综合能力，提升科学思维，培养社会责任感。活动最后将通过设计宣传海报、研学论文、小作品等方式评价学习成效。北京市第九中学的高笑旭老师肯定了议题的选择是社会热点话题，具备跨学科的特点，同时设立总问题和子问题，结构清晰有针对性。高老师也建议此议题融入政治学科的学习。谭永平老师补充提问，对于这个比较大的话题，如何体现学校特色来让学生觉得此话题是与自己相关的？方红娟老师解答将由本校各学科老师共同合作设计课程，提升与学科知识联系的紧密度和可操作性。
北京交通大学附属中学的祁雪丹老师介绍了本校课题保护生物多样性——以南海子麋鹿苑为例，从项目规划、项目进展、项目进行中存在的问题和解决方案、项目衍生议题四个方面展开。星形图设计维度有科学、道德、文化、经济、政治，融合了生物、地理、化学、历史等学科的学习。学生将以组为单位，结合文献研究和调查研究，最后以研究报告的形式做成果展示。目前该议题在选修课内组织学生学习，未来将发展为跨学科综合实践课程的一部分。课题在实施过程中碰到了两个问题，1）学生对生态环境的理解不够深入；2）季节性影响物种丰富度，对研究开展造成了难度。为此项目组决定通过教师为学生铺垫背景知识，引导学生筛选合适选题和多次实地考察等方式来解决。在学习过程中学生思考衍生出了六个研究问题，例如调查麋鹿苑生态恢复、园内运营模式等。北京市昌平区第一中学李畅老师肯定了该议题具备跨学科性、地域特征突出。谭永平老师提问以SSI-L来设计生物多样性的学习，有何独特性？
北京市中关村中学知春分校的杨华老师介绍该校的三个议题：1）探索用海绵城市理念设计和改造校园环境；2）我和中草药零距离；3）光污染。就第一个议题有两个驱动性问题，分别为如何利用海绵城市理念设计与改造校园环境、如何提升雨水花园的作用。活动中，学生结合生物数学等学科知识设计改造校园雨水花园，到奥森公园实地考察，采集水样测量分析。第二个议题活动，从最初招募学生到后续实验，项目组设计了六个活动步骤，例如北京农学院农事体验活动、药用植物组织培养、芳香植物纯露提取和无土栽培技术等。以上两个议题学习，学生均以论文的形式进行成果汇报。第三个议题光污染由学生提出，目前还处于起步阶段，学生将通过实验研究，最后将研究成果写成论文。学校也将邀请专业导师指导学生研究过程。北京市第五十七中学的刘宏伟老师指出海绵城市是高一地理课本中建议实施的活动，符合校本要求；第二个议题因为学生对中药萃取知识缺乏，加上中药是中华文化所以有实施价值和意义。第三个议题建议考虑光污染对生物的影响。
北京市第九中学王杨薇子老师介绍了该校“疫情之下，防护是否常态化”主议题下的子课题“次氯酸钠消毒液的制备和测定”。议题的驱动性问题有两个：疫情突如其来，我们应如何应对；学生在学科教学中应该进行怎样的疫情防护学习？活动对象为高一年级学生，融合生物、政治、历史、化学和物理五个学科。针对化学板块课题组一共设计了12个问题逐步推进，例如能够有效杀死新冠病毒的消毒剂有哪些？84消毒液的主要成分是什么？如何制取次氯酸钠? 学习评价根据学生课堂表现、活动参与度、活动中书面作答的情况和作品完成度来进行。目前已完成模块一“电解原理认知模型的建构”，正在进行模块二“应用模型设计装置”的学习，下学期将讨论模块三“次氯酸钠消毒液浓度测定”。北京海淀实验中学的于戈老师提出了3个问题，首先社会性科学议题和一般问题有什么区别？如何实现跨学科融合学习？如何区别学科问题和社会问题？谭永平老师认为这个活动设计尚缺乏社会性和多学科融合性，建议问题设置可以修改为如何在生活中制作消毒液。
中国人民大学附属中学温明男老师针对五所学校老师的分享，结合自身实践中碰到的问题提出了想法，认为SSI的社会性在学生的实践学习过程中起了积极作用，但是学生普遍对议题的社会性意义还是缺乏了解。
项目学科指导专家、物理学科特级教师、北师大二附中彭梦华老师肯定株洲九方中学的议题有利于学生参与，具备区域特点，并鼓励学生可以自己动手设计电车在校园里做实验。生物多样性这一话题过大，学生能力有限无法研究透彻，因此建议学校需要聚焦小问题。保护生物多样性——以南海子麋鹿苑为例的课题在实际操作中存在困难，学校离考察地距离过远，且麋鹿苑目前不开放。彭梦华老师建议海淀区的学校可以研究新修建的从回龙观到中关村的自行车道是否有意义，思考实际利用效益。海绵城市问题可以从校园雨水利用着手，中草药议题可研究其药性。北京九中的“次氯酸钠消毒液的制备和测定”课题只涉及了单一学科，没有跨学科。
SSI-L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对今晚的研讨内容做出总结。林静老师指出高中的SSI-L不能异化项目实施目标，并指出三点建议：1）在议题活动设计上，要明确这不是主题式或问题式学习。议题，是具有一定争议性的，是需要学生通过科学推理与论证、道德推理等去争议的开放性问题。将一些大概念、大主题转换为社会性科学议题时应考虑引发社会问题的真实事件，并考虑学生的认知基础，要具备可操作性。2）在议题活动实施中，要从关注科学知识拓展转向关注科学思维与实践活动的开展，杜绝将议题作为教师教授的内容。期待各位老师走出自己的舒适地带，理解项目的涵义，创设议题学习情境供学生主动合作探究。3）重视社会性科学议题的跨学科融合学习顶层设计。不提倡由学生提出社会性科学议题，宜由教师来把握方向，融合多学科学习来创设议题探究情境。建议高中组团队成员利用寒假时间多学习研究已发布在AISL网站上的学术年会、公益讲座等内容，进一步理解SSI-L项目的目标追求与设计策略，以更好地以SSI-L项目实施助力国家高中课程标准核心素养的育人要求。
From 19:00 to 21:30pm, January 5, 2022, the SSI-L project high school group held an online seminar via Tencent Rooms to discuss each school’s selection of SSI issues and curriculum implementation progress. The meeting was presided over by Mr. Tan Yongping, the head of the high school group and the director of the Biology Office of the People’s Education Press, and attended by subject guidance experts, contact persons and key teacher members from partner schools.
Chen Zhou from Jiufang Middle School in Zhuzhou City, Hunan Province introduced the school’s SSI-L activity design for the 10th-grade students, which integrates geography, politics, chemistry, physics, and other disciplines. The project has planned 8 activities, of which the one on smart railway —“Drawing down railway on the ground and the road of wisdom”— was introduced in detail. The activity was designed with four questions: 1) Considering the railway width, what improvements should the technicians make to prevent scratches, and what are the design principles? 2) The train does not need to lay steel rails, but only runs along the white traffic line. What is the material of the white traffic line? 3) How do large trains make U-turns? 4) Is the positioning technology used by smart railway the same as the combination of “satellite positioning + beacons”? Project activities include experiential activities and group debates. Tan Yongping affirmed that this topic has regional characteristics and multi-disciplinary comprehensiveness. It also reflects openness. He raised two questions: How to provide the knowledge that students lack when necessary? How to enhance the scientific features and add more hands-on parts? Chen Zhou responded that with the increase of the level of difficulty in the future, he will add electromagnetism related knowledge, and the hands-on practice will mainly focus on the selection of energy and body materials.
Fang Hongjuan from the Experimental School Affiliated to the Haidian District Teacher Training School in Beijing introduced the school’s biodiversity issue. The top-level-design star map includes five learning objectives: science, ethics, culture, economy, and politics. The integration of disciplines involves biology, geography, chemistry, physics, and others. At present, five motivating questions have been identified according to the characteristics of different disciplines, such as human activities, climate change and biological survival – the impact of climate change on the survival of species; the plastic age – with plastic as the topic, how to turn garbage into resources. This issue is intended to encourage high school students to acquire more international frontier knowledge in the process of learning activities, cultivate interdisciplinary comprehensive ability, improve scientific thinking, and build up a sense of social responsibility. In the end, the learning effect will be evaluated by poster design, research papers, and small artworks. Gao Xiaoxu from Beijing No. 9 Middle School affirmed that this issue selection is a hot social topic, with interdisciplinary characteristics. At the same time, there are general questions and sub-questions, and it is well-structured and targeted. Gao also suggested that this topic should incorporate political subjects. Tan Yongping added another question. For this relatively broad topic, how to reflect the school’s features and make students feel that this topic is related to them? Fang Hongjuan answered that the project will be jointly designed by teachers of various disciplines in the school to increase the interdisciplinary knowledge connection and feasibility.
Qi Xuedan from the Middle School Affiliated to Beijing Jiaotong University introduced the school’s project on biodiversity conservation — taking Nanhaizi Elk Garden as an example. The presentation was done from four aspects: project planning, project progress, problems and solutions existing in the project, and other project-derived issues. The star map design dimensions include science, ethics, culture, economy, and politics, with the integration of disciplinary learning of biology, geography, chemistry, history, and others. Working in groups, students will eventually present their results in the form of reports based on literature research and survey. At present, this project organizes students’ learning within optional courses. In the future, it will be developed as part of interdisciplinary comprehensive practice courses. It has come across two problems in the implementation process: 1) students do not have in-depth understanding of the ecological environment; 2) seasonal factors have impact on the diversity of species, which makes it difficult to carry out the research. Therefore, to solve the two problems, the project team decided that teachers should prepare enough background knowledge for students and guide them to select suitable research issues, as well as to conduct multiple field trips. During the learning process, the students came up with six research questions, such as investigating the ecological restoration of Elk Garden and its operation model. Li Chang from the No. 1 Middle School in Changping District, Beijing affirmed that this topic is interdisciplinary and has outstanding regional characteristics. Tan Yongping asked, what is the uniqueness of this biodiversity learning design with SSI-L?
Yang Hua from Zhichun Branch of Beijing Zhongguancun Middle School introduced the school’s three issues: 1) exploring the use of sponge city concept to design and transform the campus environment; 2) zero distance between me and Chinese herbal medicine; 3) light pollution. Regarding the first issue, there are two motivating questions, namely how to use the concept of sponge city to design and transform the campus environment, and how to enhance the role of rain gardens. In the activities, students designed and renovated the rain garden on campus based on their knowledge of biology and mathematics, and conducted field trips to the Olympic Forest Park to collect water samples for measurement and analysis. For the second issue, from the initial students recruitment to the follow-up experiment, the project team designed six activities, such as agricultural experience activities in the Beijing Agricultural College, medicinal plants tissue culture experiment, extraction of aromatic plant hydrosol and soilless cultivation techniques. In these two SSI learning, students will present their results in the form of papers. The third issue — light pollution, was put forward by students. It is still in the initial stage. Students will conduct experimental research and finally write their research results into a thesis. The school will also invite professional tutors to guide them through the research process. Liu Hongwei from Beijing No. 57 Middle School pointed out that sponge city is an activity recommended in the 10th-grade geography textbook, which meets the school-based requirements. The second issue has much practical value and meaning because students lack knowledge about Chinese medicine extraction and traditional medicine is a part of Chinese culture. Liu suggested the third issue should consider the impact of light pollution on species.
Wang Yangweizi from Beijing No. 9 Middle School introduced the school’s sub-issue — “Making and measurement of Sodium Hypochlorite Disinfectant” under its major project “Whether prevention and protection should be normalized in the pandemic era”. There are two motivating questions: how should we respond to sudden epidemic outbreaks; how should students learn about epidemic prevention in disciplinary teaching? The activity is aimed at the 10th-grade students, integrating five disciplines of biology, politics, history, chemistry, and physics. The team designed a total of 12 questions for the chemistry section to be implemented step by step, such as what disinfectants can effectively kill the coronavirus, what are the main components of 84 disinfectant, how to make sodium hypochlorite? Learning evaluation is based on students’ in-class performance, activity participation, written responses in activities and work completion. At present, the first module — “construction of cognitive model of electrolysis principle”” has been completed, and the second module — “the application model design” is under way. Next semester, the third module — concentration measurement of sodium hypochlorite disinfectant will be discussed. Yu Ge from Beijing Haidian Experimental Middle School raised three questions: what is the difference between SSI issues and general issues? how to realize interdisciplinary integrated learning? how to distinguish disciplinary issues from social issues? Tan Yongping believed that this issue design lacks social characteristics and interdisciplinary integration, and thus suggested that the question design can be modified to how to make disinfectant in daily life.
Wen Mingnan from the Middle School Affiliated to Renmin University of China, put forward his ideas based on the sharing from the five schools and the problems encountered in his own practice. He believed that the social nature of SSI has played a positive role in students’ practical learning process, but students generally lack understanding of the social significance of SSI issue.
Peng Menghua, the project’s subject guidance expert, a master-class teacher in physics, and a teacher from the Second Affiliated Middle School of Beijing Normal University, affirmed that the issue of Zhuzhou Jiufang Middle School is conducive to students’ participation, has regional characteristics, and encourages students to design trams by themselves and conduct experiments on campus. The issue of biodiversity is too broad, beyond students’ limited capability to study thoroughly. So it is suggested the school should narrow down the focus on small issues. For the project on conservation of biodiversity – taking Nanhaizi Elk Garden as an example, there are difficulties in practical operation. For instance, the school is too far away from the field site, and the Elk Garden is currently closed to public. Peng suggested that schools in Haidian District could study whether the newly built cycling path from Huilongguan to Zhongguancun is meaningful and consider the actual utilization effectiveness. The issue of sponge city can start from the utilization of rainwater on campus, and the issue of Chinese herbal medicine can study its medicinal properties. The issue of Beijing No. 9 Middle School only involves one single discipline, not interdisciplinary.
Lin Jing, head of the SSI-L project and director of the Science Promotion Department of the Collaborative Innovation Center of Assessment for Basic Education Quality, summarized tonight’s seminar. Lin pointed out that SSI-L project in high school cannot alienate the implementation goals, and offered three suggestions. 1) In the design of SSI activities, it is necessary to clarify that SSI learning is not thematic or problem-based learning. SSI Issues are controversial and open-ended issues that require students to dispute through scientific reasoning and argumentation, moral reasoning, etc. When converting some big concepts and major themes into SSI issues, schools should consider real events that lead to social problems, as well as students’ cognitive base, to make the issue operable. 2) In the implementation of SSI activities, the focus should be shifted from the expansion of scientific knowledge to the development of scientific thinking and practical activities. It should be avoided using SSI issues as the content for teachers’ teaching. It is expected that all teachers can step out of their comfort zone, understand the meaning of SSI-L project, and create SSI-L context for students to actively cooperate and explore. 3) More attention should be paid to the top-level design of interdisciplinary integrated learning. It is not advisable for students to come up with SSI issues. Teachers should lead the direction and integrate multidisciplinary learning to create SSI issue inquiry contexts. It is suggested that the team members of the high school group use the winter holiday to study the academic annual conferences and public lectures that have been published on the AISL website, so as to further understand the SSI-L goals and design strategies, and better implement the SSI-L project to facilitate the education requirements of the core literacy of the national high school curriculum standards.