[SSI Learning] 全国高中学段研讨纪要（2021-05-19）
Minutes of the online meeting for SSI Learning project in high schools (05/19/2021)

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。本期安排的在线沙龙活动于5月19日晚7:00至8:00在腾讯在线会议室进行。专家们与各校教师就当前SSI-L开展的进度进行了分享与讨论。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。

首先，来自北京师范大学附中赵昕老师分享当前SSI-L活动开展的进度。赵老师介绍本次高中开设了两轮选修课，目前共有11人选课。学生高中阶段选考，压力太大可能是导致选课人数偏少的原因。课题组开展了野生动物与病毒的传播的议题，学生通过两课时的学习了解到新冠病毒来源于人的过错。在六月中旬课题组将计划开展疫苗研发的议题。赵老师还分享了参与北京101中学的学习交流获取的几点经验。1）尝试邀请本校国际班的科学老师们加入课题组，在国际班尝试开展SSI-L教学活动。2）本校的伦理课程与SSI-L议题关联较大，例如，生物组开设了代孕母亲、为静脉注射吸毒者提供清洁工具等议题，信息组开设了网络是否是真的自由平台等议题，可以考虑开发成SSI-L课程。

华东政法大学附中孙仁余老师分享SSI-L活动开展的进度。孙老师指出当前开展的SSI-L议题涉及的有机化学是高二的学习内容，而开课对象是高一学生，因此老师们通过设置课前要求学生查阅常见的塑料制品的名称、课堂上通过演示实验、探究小实验来了解各种塑料的性质等活动来补足学生们对有机化合物的理解。地理老师从海洋塑料垃圾污染的角度切入，要求学生了解我国对海洋的污染、查阅我国应对海洋塑料垃圾的政策与行动。历史老师从各国颁布的“限塑令”入手，讨论学生对这些国家“限塑令”的看法。在下一阶段，各科老师将继续深入已有的议题。

谭老师认为北京师范大学附中所开展的SSI-L议题有趣且切合当前的形势。尝试与国际班联合教学是一个很不错的做法，可以增加响应的群体，学生的投入程度也会增加。与伦理学结合的议题总体来看都具有SSI-L议题的性质。然而，我们希望当前我们实施的SSI-L议题是能持续性开展的议题，有明确的主线，能逐步深入。代孕母亲是一个不错的话题，但是这个话题作为科学性议题的话，更多的是伦理的问题。对于高中生来说，小题大做是一种合适的方式，需要挖掘科学和社会、伦理和技术的问题。相比而言，为吸毒者提供针具这个议题可能更值得挖掘。比如吸毒者不用清洁的针具时的感染率怎样，如果提供了清洁的针具又如何？这可以通过实验调查来获取信息。开展该议题通过文本调查比较安全，如果采取调查研究风险较大。目前，大家期待的是就某一个话题，可持续性地开展，通过多学科交叉、采用多种活动逐步去解决。

谭老师认为华东政法大学附中当前所开展的SSI-L议题有多学科持续推进，例如，有历史、地理等各学科老师的参与，通过多学科尝试解决问题。作为高中生的议题，该议题中关于有机物的部分难以讲解，而物理部分较为简单。福建师范大学的孔艺老师认为开设SSI-L议题的教师团队主要为科学教育背景，需要来自生物伦理学、伦理与法律等方面的专家介入。谭老师表示赞同，认为当前我们开展的SSI-L活动是典型的拼盘式，各科老师轮流负责各周的SSI-L活动。建议整个团队商议，可以以某个学科为主，但这个主题有学科交叉融合的性质。在SSI-L活动持续的过程中，学生不是界限分明地来学习某个知识，需要体会到解决复杂问题，需要科学、伦理、宗教、政治，需要学生综合素养的提升。

通过本次线上研讨，与会者对于SSI-L项目的提升有了更深入的推进，其中各位老师的分享与建议对于SSI-L项目的开展和研究均具有借鉴意义。建议接下来各学校和老师继续积累经验，促进SSI-L项目取得更好的成就！

In order to promote the quality of SSI-L activity plan for each school, the project group regularly arranges online seminars for each grade. An online salon was held at 7:00-8:00 pm of May 19 in Tencent Conference Room. Experts and teachers in each school carried out sharing and discussion about the progress of current SSI-L implementation. The online seminar was hosted by Tan Yongping, the leader of national high school section and Director of Biology Office of People’s Education Press, 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.

First, Zhao Xin, from the High School Affiliated to Beijing Normal University, shared the implementation progress of current SSI-L activity. Zhao introduced that this time the high school sets up two rounds of optional courses, and a total of 11 students choose the course. There are not many students choosing the course. Maybe it is because students have too much pressure due to high school elective examination. The topic team carried out the topic of wild animals and the spread of viruses, and students learned that COVID-19 derives from the fault of mankind after two classes. In mid-June, the topic team will plan to carry out the topic of research and development of vaccine. Zhao also shared the several points of experience obtained in participating the learning and exchange of Beijing 101 Middle School. 1) The school tried to invite the science teachers of international class in the School, and tried to implement SSI-L teaching activities in international class. 2) There is a close connection between the ethic curriculum of the school and SSI-L topic. For example, the biology team sets up topics of surrogate mother, and providing clean tools for intravenous drug users, and the information team sets up topics such as whether the Internet is a platform of real freedom, which could be considered to be developed into SSI-L courses.

Sun Renyu, from the High School Affiliated to East China University of Political Science and Law, shared the implementation progress of SSI-L activity. Sun pointed out that the SSI-L topic currently implemented involves organic chemistry, which belongs to the learning content of second grade in senior high school, while the teaching objectives of the topic implementation are students of first grade in senior high school, so teachers should complement students’ understanding towards organic compounds through activities including requiring students to look up the names of common plastic products before class, and conducting demonstrating experiments and exploring experiments in class. Geography teachers started from the perspective of plastic waste pollution in the ocean, requiring students to understand the pollution of the ocean in China, and to review China’s policies and actions to deal with plastic waste in the ocean. History teachers began with the “ban on free plastic bags” issued by each countries, asking students to discuss their own opinions on the “ban on free plastic bags” of these countries. As to the next stage, teachers of all subjects will continue to proceed with the existing topics.

Tan believed that the SSI-L topic implemented by the High School Affiliated to Beijing Normal University is interesting and close to the current situation. Trying to have joint teaching with international class is a good idea, which could have more responders, so as to improve students’ engagement level. The topics combining ethics all have the character of SSI-L topic in general. However, we hope that the SSI-L topics we are implementing now are of sustainable development with clear theme line, so that we could continue gradually. Surrogate mother is a good topic, but this topic is more of an ethic issue rather than a scientific issue. As for students in senior high school, seriously considering one small topic is a proper method, in order to explore scientific and social, ethical and technical issues. In contrast, providing syringes for drug users is a topic of more exploration value. For example, what is the infection rate if drug users don’t use clean syringes, and how about the rate if clean syringes are provided? This information can be obtained by experiments and investigations. When implementing this topic, it is safer to investigate text survey, and the field investigation is of higher risk. Currently, everyone expects to conduct sustainable implementation on one certain topic, and gradually resolve the issues via interdisciplinary integration and multiple activities.

Tan believed that the SSI-L topic currently implemented by the High School Affiliated to East China University of Political Science and Law is promoted continuously by various subjects. For example, there is participation of teachers from all subjects, including history and geography, so as to try to resolve the issue by interdisciplinary integration. As a topic for students in senior high school, the part regarding organic compound is difficult to teach, while the physics part is relatively easy. Kong Yi, from Fujian Normal University, believed that the teaching team implementing SSI-L need scientific education background, so it is necessary for experts of bioethics, ethics, and law to get involved. Tan agreed that the SSI-L activities we are currently implementing is a typical assorted plate, wherein teachers of all subject take turns to be in charge of the SSI-L activity for the week. It is suggested to have team discussion, which could be led by one certain subject, but the topic should have the nature of interdisciplinary integration. During the continuous process of SSI-L activities, students do not learn knowledge with clear boundaries, and it is necessary for them to understand that solving complex problems need to involve multiple aspects, including science, ethics, religion, and politics, wherein the promotion of students’ comprehensive quality is also needed.

After this online seminar, participants have deeper promotion of the enhancement of SSI-L project, wherein the sharing and suggestions from teachers provide reference value towards the implementation and research of SSI-L project. It is suggested that schools and teachers should keep accumulating experience, so as to achieve better accomplishment of the SSI-L project!