2022年7月27日晚19:30-21:00，SSI-L项目组举行”社会性科学议题学习”教学案例撰写培训会议, 各基地校联络人与骨干教师参与了本次会议。
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何薇薇从基本要求、基本格式、提交评审三个方面分享了社会性科学议题教学案例的撰写要求。社会性科学议题学习的教学案例要以课程标准为依据，指向学生核心素养，聚焦在由科学技术发展引发的真实的社会问题，体现跨学科融合学习，注重过程性评价。教师要反思SSL-L是否提高学生科学探究的兴趣、反思性判断能力等。在评价方式上，除了纸笔测试，要运用表现性测评等多种评价方式。教师可从中心官网和AISL公众号中查阅文档格式要求。
SSI-L项目学科指导专家、山东省威海市教育教学研究院张涛围绕教学案例文章发表，从教学案例是什么、为什么要撰写教学案例、撰写教学案例的过程与方法三个方面展示了如何撰写教学案例。教学案例是指教育教学生活中具有典型意义且含有问题的教学事件。教学案例应具有真实性、典型性、问题性、故事性、适时性、浓缩性、启发性。教学案例的结构可包括：标题（主题）、背景、事件、分析（反思）、启示。教学案例呈现形式是顺序为主、乱序为辐，主要有夹叙夹议式、先叙后议式、比较式、随想式。教学案例撰写过程是梳理教学背景、观察教学过程、课后访谈调查、资料整理分析、撰写案例初稿、修改完善。教学案例撰写的方法有：一、明确主题。二、选择典型案例。三、清楚地交代背景。四、对案例进行适当凝练。五、案例撰写要有反思。
SSI-L项目负责人、中心科学提升部主任林静进一步解读了案例撰写的八大要点，并进一步指出：案例名称不需要问题化，案例概述部分相当于一篇文章的立意；驱动性问题是支撑整个教学活动的问题结构，驱动性问题的设置使教师从关注教的内容转变为关注以怎样的问题发动学生学习，其核心作用体现在引领所有教学活动设计指向学生的学习；教师要考虑围绕驱动性问题可以确定哪些学习目标，学习目标要与课程标准相对应，并思考设定的目标是否适合活动对象；实施过程的撰写应该像说故事一般尽可能立体地而不是直白地记录，是在有组织地呈现教学过程，是在展现在此教学设计之下学生是如何达成学习目标的，而不是一个个活动流水账似的堆砌；学习成果与评价应在实施过程之后撰写——但也要注重过程性评价——学习成果与评价应关注学习目标达成与否；成效与反思应该稍微发散地去撰写，基于具体的案例谈论这节课活动该是怎样，而不仅仅谈这节课做到了什么、没做到什么。林静针对案例的撰写进一步指出，教学案例不同于案例式论文，案例式论文需要先确定主题，再以案例为证据进行论证，而教学案例侧重于描述教学过程中教与学的发生情况；单就议题的名称难以评议好坏，关键在于其具体的活动设计，议题选定的过程也是研究的过程；教师应从促使学生能自主探究的角度反映教学案例，即案例中要反映学生的互动、生成性学习，而不是仅仅反映教学流程和相关材料。
对征集的案例进行评选后，项目组将给入选案例颁发证书。期待各校教师积极反思总结，提升自己实践SSI-L的理念与水平。
On the evening of July 27, 2022, from 19:30 to 21:00, the SSI-L project team held a training session on the writing of SSI-L teaching cases. Teachers from partner schools and project team subject experts attended the meeting.
He Weiwei, from the Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, shared the writing requirements for SSI-L teaching cases from three focus points: basic requirements, general format, and submission for review. SSI-L teaching cases should be based on the requirements of curriculum standards and oriented towards students’ core literacy. They should focus on real social issues induced by science and technology development, demonstrate cross-disciplinary integrative learning, and emphasize the learning process evaluation. Teachers should rethink whether SSL-L could increase students’ interest in scientific inquiry and their reflective judgment ability. In terms of evaluation methods, apart from paper-and-pencil tests, others such as performance-based assessment should also be used. Teachers could look up the document format requirements from the center’s official website and AISL’s official account on WeChat.
Zhang Tao, a subject guidance expert of the SSI-L project from Shandong Weihai Education and Teaching Research Institute, shared about the publication of teaching cases, and presented how to write teaching plans from three aspects: what is a teaching case, why teachers should write teaching cases, and the process and method of teaching case writing. A teaching case refers to a teaching event that has typical significance and contains questions in education and teaching. It should be authentic, typical, problematic, story-based, timely, condensed, and inspiring. The teaching case structure may include the title (theme), background, event, analysis (reflection), and inspiration. The demonstration forms should be primarily in sequential order, and supplemented by the nonsequential order, including narration interspersed with comments, comments after narration, comparison, and random thinking. The process of teaching case writing includes sorting out the teaching background, observing the teaching process, interviews and surveys after class, organizing and analyzing data, writing the first draft of the teaching case, and revising and polishing the draft. Writing methods are: 1) theme clarification, 2) selection of a typical case, 3) clear background illustration, 4) proper concision of the case, and 5) reflection during teaching case writing.
Lin Jing, head of the SSI-L project team and director of the Science Development Department of Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, further explained eight key points in teaching case writing. She also made the following comments. The teaching case title does not have to be problematized, and the case overview is equivalent to the conception part of an article. The driving question underpins the question structure of the entire teaching activity. The setting of driving question shifts teacher’s focus from teaching content to what questions to use to motivate students’ learning. Its key role remains to lead all teaching activity design to be oriented towards students’ learning. Teachers should consider what learning objectives to identify around the driving question. Learning objectives are supposed to correspond to the curriculum standards, so teachers should think over whether the objectives are suitable for the activity subjects. The writing of the implementation process should be like storytelling, as multi-dimensional as possible and avoiding simple direct record. It should represent the teaching process in an organized way, demonstrating how students have achieved the learning objectives within the teaching design, rather than simply piling up like a journal of activities. Learning outcomes and evaluation should be written after the implementation process — learning process evaluation is also worthy of attention, and focuses on whether the learning objectives have been achieved. Effect and reflection should be written in a slightly divergent way, discussing what the class should be based on specific cases, not just what has been or hasn’t been done. Regarding teaching case writing, Lin Jing further pointed out that it is different from the case-based article that needs to determine the theme first, and then use the case as evidence for argument. The teaching case writing focuses on describing what happens between teaching and learning in the teaching process. It is difficult to comment on what is good or bad just by the name of the case. The key lies in specific activity design. The process of topic selection is also a process of research. Teachers should present the teaching case from the perspective of enabling students to explore independently, that is, the case should reflect students’ interaction and generative learning, rather than merely the teaching process and related materials.
After evaluating the collected cases, the project team will issue certificates to the selected cases. It is expected that teachers in all schools can actively think over and summarize the teaching cases, and improve their own conception and skills of SSI-L practice.