[SSI Learning] 全国初中学段研讨纪要（2021-08-04）
Minutes of the online meeting for SSI Learning project in middle schools (08/04/2021)

2021年8月4日晚7:30-9:30，SSI-L项目初中组在腾讯会议室举行在线研讨活动。本次研讨的主题为三所基地校汇报本校的SSI-L案例撰写情况。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，各学段基地校骨干教师、学科指导专家等30余人参与了本次研讨。

山东省威海市望海园中学的王玉凤老师和安同娟老师分别汇报了本校的两个议题书写情况。王玉凤老师分享了本校已完成的案例《以社会性议题为载体，发展健康生活核心素养》。该案例由背景分析、议题介绍、议题实施过程和收获反思四个部分组成，系统介绍了整个议题的开展思路、过程，以及指向的学生核心素养。王老师指出，良好的案例需要达到顶层设计清晰、逻辑明确、素材资料丰富、价值鲜明四个标准。

安同娟老师汇报了本校新案例《社会性科学议题为学生插上飞向未来的翅膀》的书写思路。该案例以“未来教育”为方向，以议题“天然草坪和人工草坪铺哪个好？”为主要内容，指向学生合作学习能力、辨证分析问题能力等核心素养的提升。案例首先介绍SSI的基本概念，随后对案例实施过程进行介绍，最后提出教师团队对SSI-L活动的反思和总结。

张涛老师指出，望海园中学已完成的案例已非常成熟，而新案例需要调整结构，建议去除SSI的基本介绍部分，并合并总结和反思两个部分。此外，两个议题题目均有指向性不强的问题，后续的写作中可以考虑加入副标题，以更加具体地联系到实际案例。

山东省威海市高新区第一中学世昌校区的崔文浩老师汇报了本校案例的撰写心得。该校以“小石岛填海造陆”为例，对SSI-L对学生核心素养的提升作用展开探讨。该案例由四个部分组成：背景分析部分引用了教学过程中的素材资料，介绍了选择议题的原因，为议题介绍作铺垫；议题设计部分详细地介绍了议题指向的核心素养、五星图等内容，确定了文章的价值基调；单元具体设计部分以“小石岛填海造陆的原理及建模”一节为例，阐述了具体的SSI-L授课形式和学生学习模式；总结部分肯定了SSI-L对学生核心素养的提升作用，并集中讨论了议题实施过程中的问题。在后续的工作中，学校团队期望以“潮汐发电”为主题，撰写新的案例。最后，崔老师指出，在案例撰写过程中要切实地确定主旨，表述严谨规范，符合逻辑。

张涛老师指出，山东省威海市高新区第一中学世昌校区的案例标题指向明确，崔老师由案例撰写得出的思考很有价值。团队教师需要进一步思考学生核心素养的具体含义，实事求是，避免夸大，确保“SSI-L促进了学生核心素养的提升”这一论述逻辑自洽。此外，在案例撰写时语言需要更加严谨，避免文学性的表述。

北京外国语大学瑞安附属学校的木少凡老师汇报了本校拟定的案例撰写思路。该校以VR眼镜相关的议题为例，旨在于探讨SSI-L对学生社会性决策能力的提升作用。该案例以“黑客帝国”为背景引入VR眼镜话题，随后详细分析议题内涵，界定议题价值，并给出了五星图和学生群体的基本概况。教学过程部分以“对VR眼镜的建模”一课为例，采用图文结合的形式对该课堂的六个环节进行了详细介绍。最后提出教师团队对社会性议题本身和教学过程的反思。此外，木老师提出，案例中的课程内容之外还有一项辩论活动还有待挖掘内涵。

彭梦华老师指出，VR技术是一项高端的技术，难以由学生制作实现，教师团队在案例撰写的过程中应当注重专业性，首先确保理解VR技术的原理和实现方式。此外，彭老师也点评了望海园中学和山东省威海市高新区第一中学世昌校区的案例。彭老师指出，望海园中学的案例中需要考虑人工草坪在学校中应用的合理性，山东省威海市高新区第一中学世昌校区需要注意潮汐发电话题在撰写过程中的科学性。

张涛老师指出，该校案例主题明确，逻辑结构合理，已较为成熟，但目前的副标题不够明确，且与主标题重复，需要考虑更换。

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。首先，林老师指出各校需要明确SSI-L的宗旨是以社会性科学议题为载体，以提升教师专业性、发展学生核心素养，这也是案例撰写的主题思路。其次，林老师指出，目前的工作主要有三项：其一，基于已做过的教学活动，撰写案例，该案例需要介绍真正开展过的教学活动，以及由此产生的反思感悟，不能只停留在理论讨论的层面；其二，基于案例形成文章，其结构可以参考已有的模板，并避免不规范表述；其三，构思设计下学期的案例。最后，林老师针对各校的新议题提出了针对性的建议。林老师指出，望海园中学需要进一步探究草坪议题指向于哪一方面的讨论，明确议题开展的价值所在；山东省威海市高新区第一中学世昌校区需要避免在议题开展过程中刻意追求大的话题，而要从学生的实际生活出发展开讨论；北京外国语大学瑞安附属学校需要警惕课程知识难度太高导致的学生学习效果不佳问题。

本次会议是初中组暑期第一次案例撰写研讨活动，不仅对三所学校案例撰写情况进行了详细研讨交流，也为整个暑期的SSI-L工作推进明确了方向。相信在本次研讨后，各校均能够有序撰写本校的案例，早日形成丰硕的学术成果。

 

图1 研讨会议剪影

 

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On August 4, 2021, from 7:30-9:30 pm, the middle school group of SSI Learning Project held an online seminar via Tencent Meeting, with a theme that the three partner schools reporting on their SSI-L case writing. Hosted by Zhang Tao, Head of the Middle School Section and Director of the Middle School Teaching and Research Office of the Education Teaching and Research Center of Weihai, Shandong Province. This seminar attracted more than 30 people from each section of the partner schools, including backbone teachers and subject experts.

Wang Yufeng and An Tongjuan from Wanghaiyuan Middle School in Weihai, Shandong Province, reported on the writing of two proposals respectively. Ms. Wang Yufeng shared the completed case, “Developing the Core Competency of Healthy Living through Social Issues”. The case consisted of four parts: background analysis, topic introduction, implementation process, and results & reflection. It covered the whole idea of the topic development, the process, and the core competencies of students. Ms. Wang pointed out that a good case needed to meet four criteria: clear top-level design, sound logic, rich material, and distinctive value.

Ms. An Tongjuan reported the idea of writing the new case, “Socio-scientific Issues for Students to Fly into the Future”. This case took “future education” as the direction and the topic “which is better: natural or artificial lawn?” as the major content. It pointed to the improvement of students’ core competencies, such as the ability to learn cooperatively and to analyze problems critically. The case first introduced the basic concept of SSI, then the implementation process, and finally the teachers’ reflection and summary of the SSI-L activities.

Mr. Zhang Tao pointed out that the completed case of Wanghaiyuan Middle School was very mature, while the new case needed to be restructured, suggesting to remove the basic introduction part of SSI and merge the two parts of summary and reflection. In addition, he added that both titles appeared to be less directional, and the subsequent writing could consider adding sub-titles to relate to the actual case in a more specific way.

Cui Wenhao from Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province, reported on the case writing experience of his school. The school used the case of “Reclamation of Little Rock Island” as an example to discuss the role of SSI-L in improving students’ core competencies. The case consisted of four parts: in background analysis, it cited materials from the teaching process, explaining the reasons for choosing the topic, and setting the stage for the introduction of the topic; in topic design, it introduced in detail the core competencies of the topic, the five-star diagram, etc., setting the tone of values for the article; in unit specific design, it used the section, “the principle and modeling of land reclamation in Little Rock Island”, as an example to explain the specific SSI-L teaching format and student learning model; in conclusion part, it affirmed the role of SSI-L in enhancing students’ core competencies and discusses the problems in the implementation process. For the follow-up work, the school team expected to write a new case study on the theme of “Tidal Power”. Finally, Mr. Cui pointed out that it was important to define the main idea in the case writing process and to present it in a rigorous and logical way.

Mr. Zhang Tao commented that the title of the case of Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province, was clear and directional, and the thinking that Mr. Cui derived from the case writing was very valuable. Teachers needed to further think about the specific meaning of student core competencies, seek truth from facts, avoid exaggeration, and ensure that the statement “SSI-L promotes the improvement of student core competencies” to be logical and consistent. In addition, the language of the case study should be more rigorous and avoid literary expressions.

Mu Shaofan from Rui’an Middle School Affiliated to Beijing Foreign Studies University reported on the school’s case writing ideas. The school used a VR glasses-related topic as an example, aiming to explore the effect of SSI-L on students’ social decision-making skills. The case introduces the topic of VR glasses in the context of “The Matrix”, followed by a detailed analysis of the topic and a definition of its value, with a five-star chart and a basic overview of the student population. In the teaching process, the lesson “Modeling VR Glasses” is used as an example, and the six parts of the class are introduced in detail in the form of graphics and text. At the end, the reflection of the teachers on the social issue itself and the teaching process is proposed. Mu added that there was a debate activity outside the course content in the case that still needed to be explored.

Mr. Peng Menghua pointed out that VR technology was a high-end technology that was difficult to be produced by students, and that the teachers should focus on professionalism in the process of writing the case and ensure that they understand the principles and implementation of VR technology. Mr. Peng also reviewed the cases of Wanghaiyuan Middle School and Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province. He said that in the case of Wanghaiyuan Middle School, teachers needed to consider the rationality of the application of artificial lawn in the school, and in the case of Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province, teachers needed to pay attention to the scientific nature of the topic of tidal power generation in the writing process.

Mr. Zhang Tao thought that the case of Rui’an Middle School Affiliated to Beijing Foreign Studies University was rather mature with a clear theme and a reasonable logical structure, while the current subtitle was not explicit enough and overlapped with the main title, which needed to be considered for replacement.

Dr. Lin Jing, SSI-L Project Leader, Director of the Science Education Quality Development Department of China Collaborative Innovation Center of Assessment for Basic Education Quality of Beijing Normal University, made a summary of tonight’s workshop. At the beginning, Dr. Lin said that schools needed to clarify that the purpose of SSI-L was to use socio-scientific issues as a carrier to enhance teachers’ professionalism and develop students’ core competencies, which also served as the thematic idea of case writing. She then pointed out that there were three major tasks at present: first, to write a case based on teaching activities that have been done, and to introduce the real teaching activities and the resulting reflections and insights, not just staying at the level of theoretical discussions; second, to form an article based on the case, the structure of which can refer to existing templates and avoid informal expressions; third, to conceive and design a case for the next semester. Lastly, Dr. Lin gave specific suggestions on the new topics of each school. She expressed that teachers from Wanghaiyuan Middle School needed to further explore what aspect of the lawn topic was targeted for discussion and clarify the value of the topic; teachers from Shichang Campus of No.1 Middle School of High-tech District, Weihai, Shandong Province, needed to avoid deliberately pursuing big topics in the process of topic development , but to start the discussion from the actual daily life of students; teachers from Rui’an Middle School Affiliated to Beijing Foreign Studies University needed to be alert to the problem of students’ poor learning results due to the high difficulty of the curriculum knowledge.

This seminar was the first summer case writing workshop for the middle school group, which not only provided a detailed discussion and exchange on case writing among the three partner schools, but also clarified the direction for the advancement of SSI-L work throughout the summer. It was believed that after this seminar, all the schools would be able to write their own cases in a good manner and produce fruitful academic results.