[SSI Learning] 全国高中学段研讨纪要（2021-03-24）
Minutes of the online meeting for SSI Learning project in high schools (03/24/2021)

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。本期全国高中学段在线研讨会于3月24日晚7:00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6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参加了此次在线研讨。

来自北京九中SSI-L项目组新进成员、地理教研组长张爱弟老师分享了她之前的一个“模口式地区文化街区改造对地理环境的影响”教学案例。基于这一话题，与会专家和老师们就这个话题如何发展为社会科学性议题学习展开了探讨。林静老师认为SSI-L是跨学科的复杂问题的探究，应注重学科之间的深度融合。建议从SSI-L活动的星形图入手，围绕大的驱动性问题，形成议题的层级结构，再展开学习活动。谭永平老师建议厘清SSI-L活动的目的。张爱弟老师回应，模式口改造的主题较适合开展SSI-L活动。北京九中贾倩老师肯定了张爱弟老师的汇报并从一线教师的角度分享了个人的感受，认为SSI-L活动与高考的目标具有一致性。另外，参与SSI-L学习的经历，贾倩教师发现自己在教学实践中已经无意识地渗透了跨学科的意识并积极展开教学实践。彭梦华老师认为学生需要利用各科知识来解决现实问题，因此应注重各学科之间的深度融合。比如，模式口改造的案例可以挖掘更多争议性的话题展开活动。

谭老师认为在解决复杂问题的时候，可以鼓励和训练学生采用网络式思维而非线性思维。建议融入更多科学、社会、文化、政治、宗教、伦理等因素，且需要注重这些因素的有机融合。张老师回应历史、地理、政治学科比较容易整合，而生物、化学和物理学科的整合较难。谭老师认为生硬的跨学科意义并不大，应从跨学科融合的角度多思考，发挥创新。林老师认为本学期中考、高考压力较大，各学科教师应整合力量，合力开发SSI-L课程。SSI-L活动应首先明确活动的目标，在跨学科深度融合的背景下，注重科学实践（例如，科学论证、科学推理等）。彭老师基于多年教学经验指出学生在中学阶段的实验经历是能让学生终生受益的，学生通过实际操作，真正理解知识，这与高考不冲突，反而是刷题、做题不利于学生的成长。当今社会缺少有理论又能实际操作的人才。谭老师建议接下来各基地校以之前积累的经验和计划为基础，将以前尚未实现的计划落实，在整合已有成就的时候应更多考虑SSI-L的要求，促进SSI-L在基地校取得更好的成就。

In order to promote the SSI-L activity plan with high quality for each school, the project group regularly arranges online seminars for each grade. The online seminar of national high school section was held at 7:00-9:00 pm of March 24 in Tencent Online Conference Room. The online seminar was hosted by Tan Yongping, the leader of national high school section and Director of Biology Office of People’s Education Publishing House, and participated by backbone teachers and AISL subject guiding experts from high school section of six partner schools, and leaders and backbone teachers of other grades.

Zhang Aidi, the new member of SSI-L project of Beijing No.9 Middle School, and the leader of geography teaching and research group, shared her previous teaching case of “The Influence of Cultural District Reconstruction on Geographical Environment in Moshikou Area”. Based on this topic, the attending experts and teachers carried out discussion on how to develop this topic into the socio-scientific issues learning. Lin Jing believed that SSI-L is the exploration of interdisciplinary and complex issues, which should focus on the deep integration among subjects. Lin suggested that the SSI-L activity should start from star chart, focusing on driving questions and forming the structure of the issue, and then the learning activities shall be implemented. Tan Yongping suggested sorting out the purposes of SSI-L activity. Zhang Aidi replied that the topic of Moshikou reconstruction is suitable for SSI-L activity. Jia Qian, from Beijing No.9 Middle School, confirmed the report of Zhang Aidi, and shared her personal experience from the perspective of frontline teachers. She also believed that SSI-L activity is in line with the objective of college entrance examination. Additionally, after participating SSI-L learning, Jia Qian has found herself using the interdisciplinary concept without awareness and actively implementing the teaching practice. Peng Menghua believed that students should use knowledge of all subjects to solve real problems, so it is important to focus on the deep integration among subjects. For example, in the case of Moshikou reconstruction, there are still more controversial topics that can be cultivated to implement activities accordingly.

Tan believed that when resolving complex problems, students can be encouraged and trained to use network thinking, instead of linear thinking. It was also suggested to add more factors such as science, society, culture, politics, religion, and ethics, and focus on the organic integration of these factors. Zhang replied that it is easy to integrate the subjects of history, geography, and politics, while it is difficult to integrate the subjects of biology, chemistry, and physics. Tan believed that there is not much significance if the inter-discipline is rigid, so it is necessary to consider from the perspective of interdisciplinary integration and play an innovative role. Lin believed that the pressure of high school entrance examination and college entrance examination of this semester is relatively high, so teachers of all subjects should integrate their power and develop SSI-L courses with joint effort. It is important to determine the objectives of SSI-L activity, and pay attention to scientific practices (e.g., scientific verification and scientific reasoning) under the background of deep interdisciplinary integration. Based on many years of teaching experience, Peng pointed out that what the experiments students do in middle school stage is lifelong beneficial, because students can truly understand the knowledge after actual operation, which does not conflict with the college entrance examination. On the other hand, too much exercise on the book is not good for students’ growth. Today, the society lacks the talents with both theoretical and practical abilities. Tan suggested that from now on each base school should base on the previous experience and plan, implement the plans that have not achieved, and consider more about the demands of SSI-L when integrating existing accomplishment, so as to promote SSI-L to achieve better results in base schools.