[SSI Learning] 暑期工作会议纪要（2022-07-20）
Minutes of the summer holiday working conference (7/20/2022)

2022年7月20日晚19:30-20:30，北京师范大学社会性科学议题学习项目组举行暑期工作会议。各区域与全国学段负责人、基地校校长与项目协调人出席会议。

北京师范大学中国基础教育质量监测协同创新中心科学提升部主任、项目负责人林静在会议上回顾了社会性科学议题学习项目的进程。虽然受疫情影响，项目工作开展存在一定困难，但通过各方协同努力两年来进行了许多有益探索。一是以全国、区域、校本三级联动模式构建教师行动研究共同体。在全国范围内以线上线下融合的形式召开项目研讨会、基地校校长会议以及学术年会等，并发挥区域联盟作用，打造各省市研修团体，协同进步。二是以在线专题研讨活动对教师进行专业支持。在分学段备课研修的基础上进一步聚焦核心问题，以案例带动实践思考，促进教师的反思与提升。三是理论结合实践，形成学术成果。针对性地对教师开展教学案例与期刊论文撰写培训会，专业支持教师在学术期刊上发表共5个专题24篇文章，出版《社会性科学议题学习——从理念到实践》。诸多基地校至去年底申报并获批了14项相关科研项目、获得各种奖项29项。

项目指导专家、合作校项目负责校长等均发表看法，共议项目规划。项目高中学段负责人、人民教育出版社生物室主任谭永平指出社会性科学议题学习活动的理念与教学改革的理念、课程标准相一致，有利于跨学科综合学习活动的实施。项目初中学段负责人、山东省威海市教育教学研究院特级教师张涛谈论了社会性科学议题学习的教学价值，其在“教”的方面基于真实情境，打通课内外壁垒，有利于实现目标、内容、方式、资源和评价的统一；在“学”的方面助力学生发展核心素养。项目学科指导专家组组长、北京师范大学第二附属中学特级教师彭梦华指出以跨学科综合性学习的形式有利于培养学生分析思考的能力，是教育发展的方向，团队在两年的工作中共同进步，需要及时总结提炼。项目学科指导专家、北京市昌平区第一中学特级教师周有祥提出，要考虑社会性科学议题学习活动在高中推进的方式，将其落实在学生的学习过程中。北京一零一中副校长程丽谈到学校在开展项目的过程中教师得到了可持续发展，体现在协同备课与科研能力的提升上，学生的科学精神和人文情怀得到了全面发展。但也有遗憾的地方，就是疫情条件下项目开展遇到了实际困难，期待今后能进一步提升。

项目组将在暑期征集教学案例、教师论文以及学生作品，促进师生的反思与回顾。同时希望各基地校校长、联络老师在暑期对项目实施的制度、团队和课程进行部署。各基地校要完善评价考核制度、提供经费保障，建立并稳定项目团队，在课时上保障社会性科学议题学习项目的实施。会议指出了项目组下一步的工作，两年试点工作总结暨下一步工作启动会议即将开展。项目组希望各校强化机制、深化合作，巩固项目实施的初步成效，突破重点难点，提高科学思维与实践的教学质量，将评价嵌入活动之中，以发展性评价促进学生发展。

期待各基地校经过暑假期间的反思总结和规划，在新学期取得更好的研究成果与实施进展。

On the evening of July 20, 2022, from 19:30 to 20:30, the Beijing Normal University SSI Learning Project Team held its summer holiday working conference. Regional and national team leaders from different schooling phases, principals and project coordinators of the partner schools attended the meeting.

Lin Jing, director of Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University and head of the SSI-L Project Team, reviewed the project progress at the meeting. Due to the COVID-19 pandemic, there existed certain difficulties in project development. But all parties have made many useful explorations through concerted efforts in the past two years. The first exploration is to establish a teachers’ action and research community in a national, regional, and school-based three-level linkage model. The team has held project seminars, partner school principals’ meetings, and annual academic meetings across the whole country in hybrid online and offline forms. The regional alliances have played a great role in building up research communities across various provinces and cities for collaborative progress. The second is to provide teachers with professional support through online workshops. On the basis of course preparation and training in different schooling phases, the project team has focused more on key issues, motivating practical thinking with the use of specific cases, and encouraging teachers’ self-reflection and improvement. The third is to combine theory with practice to generate academic outcomes. The project team has provided specific training sessions on teaching plan writing and journal article writing. Professional support was also offered to teachers on publishing a total of 5 special reports, 24 journal articles in academic journals, as well as the publication of Socio-Scientific Issue Learning—From Concept to Practice. By the end of last year, many partner schools had applied for research projects, among which 14 were approved. They had also won 29 awards of various kinds.

After that, project guidance experts and partner school principals in charge of the school projects all expressed their opinions and discussed the project plan. Tan Yongping, head of the high school phase project team and director of the Biology Office of the People’s Education Press, pointed out that the concept of SSI Learning is consistent with the idea of teaching reform and curriculum standards, which is conducive to the implementation of comprehensive interdisciplinary learning activities. Zhang Tao, head of the middle school phase project team and a Special-Rank Teacher of Shandong Weihai Education and Teaching Research Institute, discussed the teaching value of SSI Learning. In terms of “teaching”, the real-situation-based teaching breaks down the barriers between the inside and the outside of the classroom, which helps achieve the unification of teaching goals, content, methods, resources, and evaluation. In the aspect of “learning”, it helps students develop their core competencies. Peng Menghua, leader of the disciplinary guidance expert group and a Special-Rank Teacher of the Second Affiliated Middle School of Beijing Normal University, suggested that the form of comprehensive interdisciplinary learning is conducive to developing students’ ability of analyzing and thinking, which is the future direction of education evolvement. It is necessary to summarize and refine in time the project progress that the team has made together in the past two years of work. Zhou Youxiang, a disciplinary guidance expert and a Special-Rank Teacher of the No. 1 Middle School in Changping District of Beijing, proposed that it needs to consider the ways in which SSI Learning activities are promoted in high schools and implement them in the students’ learning process. Cheng Li, vice-principal of Beijing No. 101 Middle School, mentioned that teachers have gained a sustainable development in the process of the project implementation, which is reflected in the improvement of their ability of collaborative course preparation and scientific research, and the overall development of students’ scientific spirit and humanistic dispositions. But it is with regret that the project development has encountered practical difficulties due to the pandemic. And they are looking forward to making continued improvement in the future.

In this summer holiday, the project team will collate teaching plans, teachers’ papers and student works, so as to encourage them for self-reflection and self-review. In the meantime, it is hoped that the principals and coordinators of each partner school will lay out the project implementation system, build up their project team and set up curriculums in this summer holiday. Each partner school should improve their evaluation and assessment system, provide guarantees for funding, establish and stabilize their project teams, and ensure the implementation of SSI Learning projects regarding class hours. The meeting also pinpointed the next step for SSI Learning project. The two-year pilot work summary and the next step kick-off meeting will be held soon. The project team hopes that all schools will strengthen their project mechanisms, deepen cooperation, consolidate the initial results of project implementation, break through key difficulties, improve the teaching quality of scientific thinking and practice, embed evaluation into activities, and promote student development with developmental evaluation.

It is expected that the partner schools will achieve better research outcomes and implementation progress in the new semester after self-reflection, summary and planning during the summer holiday.