[SSI Learning]全国初中学段研讨纪要（2021-05-26）
Minutes of the online meeting for SSI Learning project in middle schools (05/26/2021)

2021年5月26日晚7:30-8:30，SSI-L项目初中组在腾讯会议室举行在线研讨活动。本次研讨的主要内容为两所基地校汇报项目设计与课程开展情况。会议由初中学段负责人，山东省威海市教育教学研究中心初中教研室张涛主任主持，初中学段基地校骨干教师、学科指导专家参与了本次研讨。

浙江省杭州市三墩中学吴幸春老师汇报了本校议题“水体富营养化防控”的开展情况，并介绍了项目团队的后续议题开展计划。三墩中学团队将议题课程分为理论课和实践课，并分别设计了配套教材，学生参与了利用植物、动物和微生物防控水体富营养化的一系列活动，并进行及时的反思感悟，完成对水体富营养化防控的建模和星形图设计。基于课程实践，吴老师指出，社会性科学议题学习需要以“真情境、真问题、真研究”来促进师生核心素养的提升，并开发优化相关的教材和课程资源，将其纳入学生的评价体系中。随后，吴老师介绍了团队构思的新议题“水资源的污染与净化”。该议题既涉及水净化的相关知识，与水体富营养化防控的学习一脉相承，又符合目前全球呼吁水资源保护的背景。

张涛老师高度肯定了三墩中学在项目开展过程中的课程活动设计工作，但同时提出社会性科学议题学习的内容需要引起学生的争议，以此激发学生对社会问题的思考。张老师认为三墩中学团队需要进一步思考新议题的争议性，警惕将社会性科学议题学习变为单纯的探究式学习，这也正是社会性科学议题课程设计的难点所在。

山东省威海市南海新区实验中学的于淑玲老师汇报了本校议题“小观蛤减少是否与南海开发有关”。该议题以南海新区的特产“小观蛤”为探讨对象，结合小观蛤减少的现实，探讨人类开发行为与生物活动之间的关系。在学习过程中，学生通过查阅资料、访谈渔民和养殖部门了解小观蛤的门类属性等生物知识，并结合潮流、水质等理化知识探讨小观蛤数量减少的原因，最终以辩证思维看待南海开发，并为家乡建设提出科学建议。目前，学生已在教师的指导下开展了一系列实地调研和采访活动，并以实地采集的水样进行了实验。

山东省威海市望海园中学副校长于莲花指出，南海新区的课程富有新意，内容充实，与学校的海洋教育特色十分相符。在未来的课程开展中，项目的社会性内涵需要进一步提升，课堂开展需要进一步注重内容的严谨性。

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，并针对未来的课程开展提出两点建议。第一，随着课程实践和研讨活动的持续开展，目前各校已有序开展社会性科学议题学习的设计与实践。设计好每一个议题的星形图后，各校在进一步落实教学目标时可以先以科学素养提升为抓手，课堂教学需要与学生的原有经验相连接，以促进学生所学能迁移运用。第二，德育应“润物细无声”，社会性科学议题学习需要使学生在实践的过程中自然地提升道德水平。在课程开展中，教师可以引导学生体会立场不同所带来的观点差异，并培养他们表达观点和共情的能力。

本次研讨对两所基地校的课程开展情况做出了肯定并提出了建议，对各校未来的课程设计与实施提供参考，助力于各校进一步开发新议题。

图1 研讨会议剪影

Fig. 1 Snapshot of the Seminar

At 7:30-8:30 pm of May 26, 2021, middle school section of SSI-L project held an online seminar in Tencent Conference Room. The main content of this seminar was that two partner schools report their project design and course implementation situation. The seminar was hosted by Zhang Tao, the leader of middle school section and the Director of Shandong Weihai Education and Teaching Research Center Middle School Section, and was participated by backbone teachers and subject guidance experts of partner schools middle school section.

Wu Xingchun, from Sandun Middle School, Hangzhou Zhejiang, reported the implementation situation of the topic “Prevention and Control of Water Eutrophication”, and introduced the following topic implementation plan of the project team. The team of Sandun Middle School divided the topic course into theoretical classes and practical classes, and designed supporting teaching materials respectively. The students participated in a series of activities of prevention and control of water eutrophication using plants, animals, and microorganism. Timely reflection and inspiration are conducted to complete the modeling and star chart design of water eutrophication prevention and control. Based on course practice, Wu pointed out that it is necessary for socio-scientific issues learning to promote the enhancement of teachers and students’ core quality via “real situation, practical problem, and actual research”, and to develop related material and course resource, so as to include it into the students’ evaluation system. Later, Wu introduced the new topic “Pollution and Purification of Water Resources” conceived by the team. This topic involves knowledge of water purification, which is a continuation of the study of prevention and control of water eutrophication. The topic is also in line with the current background of global appeal for water resources protection.

Zhang Tao highly confirmed the design work of course activity of Sandun Middle School in the process of project implementation, but also proposed that the content of socio-scientific issues learning should be able to arouse controversy among students, so as to inspire students to consider the social problems. Zhang believed that it is necessary for the team of Sandun Middle School to further consider the controversy of the new topic, avoiding turning the socio-scientific issues learning into pure inquiry-based learning, which is also the difficult point of designing the socio-scientific issues learning.

Yu Shuling, from Nanhai Experimental School, Weihai, Shandong, reported the topic “Whether the Decrease of Xiaoguan Clam is Related to the Development of Nanhai”. This topic took “Xiaoguan clam” the specialty of Nanhai New District as the discussion objective, combining the reality of decrease of Xiaoguan clam, and discussed the relationship between human exploitation behavior and biological activities. During the learning process, students consulted material and interviewed fishermen and breeding departments, so as to understand the biological knowledge of the category attributes of the Xiaoguan clam, and discuss the reason for the decrease of the number of the Xiaoguan clam based on physical and chemical knowledge such as tidal current and water quality, in order to consider the development of Nanhai with dialectical thinking and provide scientific suggestions for the construction of hometown. Currently, students have carried out a series of field investigation and interview with the teachers’ guidance, and conducted experiments using the water samples collected on the spot.

Yu Lianhua, the vice principal of Wanghaiyuan Middle School, Weihai, Shandong, pointed out that the course of Nanhai New District is innovative and full in content, being quite consistent with the marine education characteristics of the school. In the future implementation of the courses, it is necessary to further promote the social connotation of the project, and pay more attention to the preciseness of the content during class implementation.

Lin Jing, the SSI-L project leader, summarized the seminar content tonight and put forward two suggestions regarding the future class implementation. First, as the continuous implementation of course practice and seminar activities, each school has been orderly carrying out the design and practice of socio-scientific issues learning. After designing the star chart of each topic, the schools can take the promotion of scientific literacy as the starting point when further implementing the teaching objectives, and the class teaching should relate to students’ existing experience, so as to help students to transfer and apply what they have learned. Second, the moral education should be “nourishing in silence”, and it is necessary to promote students’ moral level naturally during the practice process of socio-scientific issues learning. In the course implementation, teachers can guide students to experience the variety of viewpoints brought about by different positions, and train them to express their views and the ability of empathy.

This seminar offered affirmation on the course implementation situation of two partner schools, and proposed suggestions, providing reference for future course design and implementation of each partner school to help schools to further develop new topics.