[SSI Learning] 海淀区社会性科学议题学习群体课题启动
Haidian SSI-L Group Project Launched

社会性科学议题（Socio-scientific issues, SSI）是与科学、技术密切相关的复杂社会问题。全球变暖、大气变化、当地水污染等都属于社会性科学议题。海淀区“以大概念为统领的社会性科学议题跨学科学习研究”群体课题旨在通过案例研究引导学生关注复杂社会问题，增强社会责任感、担当意识和可持续发展意识；围绕大概念设计社会性科学议题学习活动，培养学生科学素养；以社会性科学议题学习活动设计带动学校教师跨学科交流与协作。

2021年9月27日下午，海淀区“以大概念为统领的社会性科学议题跨学科学习研究”群体课题正式启动。海淀区社会性科学议题学习（SSI-L）课题是海淀教科院和北师大SSI-L项目组合作项目，启动会上北师大SSI-L项目负责人林静教授携团队顾问专家组，项目联盟总顾问王本中校长，项目学科指导专家组组长、北京区域负责人彭梦华老师莅临会议并进行项目培训。课题负责人海淀教科院吴颖惠院长做课题开展指导，课题执行人刘晓宇老师做群体方案解读。18所课题校的执行人和海淀教科院课程中心研究人员参加本次启动会。会议由海淀教科院课程中心宋世云主任主持。

 

相信课题研究会取得好成效

王本中校长讲述了和SSI项目的结缘过程，肯定了课题的价值，认为海淀有基础也有潜力，一定会成功。同时，王校长指出这个课题名较长，一定要好好界定关键词，要透彻理解课题内涵。

关注学生科学思维、科学态度与社会责任提升

刘晓宇老师着重从该群体课题研究背景、概念界定、研究目标、研究内容四个方面进行了方案解读，并对本学期的活动计划做了介绍。“以大概念为统领的社会性科学议题跨学科学习研究”本质是跨学科学习研究，社会性科学议题是聚焦的学习活动内容，大概念是学习活动的组织中心。该群体课题重点关注学生科学思维和科学态度与社会责任的提升。以社会性科学议题为切入点，引导学生参与社会，给学生在复杂的社会情境中进行科学学习、科学论证和观点表达的空间，尝试为落实国家立德树人根本任务，优化教学方式，提升学生科学素养探索有效路径。

SSI—L能够促进教师专业发展

林静教授从项目立意、目标、组织架构、内容、制度五方面，系统的对总项目进行了介绍。SSI-L项目首先遵循学习规律，彰显学科价值，密切联系当下，指向未来世界，提供指向核心素养的教育路径。其次，项目直接指向当前核心素养的教育困境，提供教师发展路径。最后，项目基于监测，促进中小学生科学素养提升。社会性科学议题学习活动开展的关键是教师发展，只有好的教师才能形成好的活动设计，做好课程实施。因此项目会以教师发展为重点，聚焦课堂变革，进而发展学生。

以项目研究开展社会性科学议题学习

彭梦华老师分享了北师大二附中开发与实施社会性科学议题学习活动的案例。学校立足已有的项目式学习课程，融入社会性科学议题学习内容，把制作电声弦乐器项目课程的内容和形式加以改进，最终形成以电弦乐器的制作为依托，进一步研究“保留传统与开拓创新”关系的课程，在课程实施中学生的科学理解、动手制作、表达与辨析能力都有了很好的提升。本学期学校将以“太阳能的充分利用是否能够满足人类能量需求”为议题，继续开展社会性科学议题学习。

以学生兴趣为重，积累社会性科学议题特色案例

吴院长的发言再次明晰了课题的背景意义，解读了课题三个关键词并对课题今后的研究方向做了指导。社会性科学议题学习一方面是对研究性学习的承袭和升级，可以多选用兴趣小组、学生社团实施，也可以在一些学校的实验室课程中实施，以学生兴趣为重，但这种跨学科学习项目一定要得到校长的重视和支持。另一方面，区域和学校通过这个项目一定要积累一些有特色的案例，这些课程案例以后也会成为学校的课程特色，学校通过这门课程形成对本校学生持续化的培养。

会上，几位专家给18所课题校颁发了课题立项证书，并为吴院长和海淀教科院研究人员颁发聘书。

至此，海淀区社会性科学议题学习群体课题正式启动。课题预期在为两年半的研究中，通过两轮的实践积累一批成熟的课程案例，形成特色的跨学科课程成果。本学期课题研究将聚焦议题选定和学习活动方案整体设计。期待社会性科学议题学习活动能够真正促进学校跨学科教师团队发展和学生科学素养提升。

来源：海淀教科院微信公众号

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Socio-scientific issues (SSI) are complex social issues that are closely related to science and technology. Global warming, atmospheric changes, and local water pollution are all SSI issues. The aim of the group project “Interdisciplinary Study of Social-scientific Issues Led by Big Ideas” in Haidian District is to guide students to pay attention to complex social issues through case studies and enhance their sense of social responsibility, consciousness, and sustainable development awareness; to design learning activities of social-scientific issues around big ideas to cultivate students’ scientific literacy; and to use social-scientific issues to motivate school teachers to design learning activities in a way of promoting interdisciplinary communication and collaboration.

In the afternoon of September 27, 2021, the group project of “Interdisciplinary Study of Social-scientific Issues Led by Big Ideas” was officially launched in Haidian District. It is a collaborative project between Haidian Institute of Education Sciences and the SSI-L project team of Beijing Normal University. At the kick-off meeting, Professor Lin Jing, the SSI-L project leader of Beijing Normal University, attended the meeting with a team of advisors and experts, including Principal Wang Benzhong, the general advisor of the project alliance, and Mr. Peng Menghua, the leader of the expert team and the head of Beijing area, to conduct training on the project. Wu Yinghui, the Haidian project leader and dean of Haidian Institute of Education Sciences, gave guidance on the development of the project. Liu Xiaoyu, the Haidian project implementer, gave an explanation on the group program. Hosted by Song Shiyun, director of the Curriculum Center of Haidian Institute of Education Sciences, the kick-off meeting was participated by executives from 18 project schools and researchers from Haidian Institute of Education Sciences.

Principal Wang Benzhong talked about the process of getting involved with the SSI project, affirmed its value, and believed that Haidian had the foundation and potential to succeed. At the same time, he pointed out that given the name of the project was long, all the members must locate the key words precisely and understand the connotation of the topic thoroughly.

Liu Xiaoyu focused on the four aspects of the group project, namely, research background, concept definition, research objectives, and research content, and introduced the activities planned for this semester. The essence of “Interdisciplinary Study of Social-scientific Issues Led by Big Ideas” is interdisciplinary learning research. Social-scientific issues are the focus of learning activities, and big concepts are the organization center of learning activities. This group project focuses on the enhancement of students’ scientific thinking, scientific attitudes and social responsibility. By taking social-scientific issues as the entry point, guiding students to participate in society and giving them space to learn science, argue science and express their views in complex social contexts, this program tries to explore effective paths for implementing the fundamental task of establishing moral education, optimizing teaching methods and improving students’ scientific literacy.

Professor Lin Jing gave a systematic introduction to the whole project from five aspects: project intention, objectives, organization, content and system. SSI-L project firstly follows the law of learning, highlights the value of the subject, connects the status quo and the future world, and provides an educational path that points to core competencies. Secondly, the project directly targets the current educational dilemma of core competencies and provides teachers with a clear development path. Finally, the project is based on monitoring to promote the improvement of scientific literacy for primary and secondary school students. The key to the development of SSI-L activities is teacher’s development. Only good teachers can form good activity designs and implement the curriculum well. Therefore, the project will focus on teacher’s development and classroom reform so as to enhance student’s development.

Peng Menghua shared a case study of the development and implementation of SSI-L activities in the Second High School Affiliated to Beijing Normal University. Based on the existing project-based learning curriculum, the school integrated social-scientific issues into the learning content and improved the content and format of the project on making electric stringed instruments, resulting in a curriculum based on the making of electric stringed instruments and further research on the relationship between “preserving tradition and innovation”. The students’ scientific understanding, hands-on production, expression and critical thinking abilities have all been improved. This semester, the school will continue to study social-scientific issues on the topic of “whether the full use of solar energy can meet human energy needs”.

Dean Wu Yinghui’s speech once again clarified the background meaning of the project, explained the three key words of the topic and gave guidance on the future research direction. On the one hand, SSI-L is an inheritance and upgrade of research-based learning, which can be implemented in more interest groups and student clubs, and also in some school laboratory courses, with students’ interests as the priority, and with the value and support by principals. On the other hand, the region and the school must accumulate some characteristic cases through this project, and these cases will become the curriculum characteristics of the school in the future, and the school should form a continuous training for their students through this curriculum.

At the meeting, the experts issued project certificates to the 18 subject schools, and awarded appointment letters to Dean Wu and the researchers of Haidian Institute of Education Sciences.

At this point, Haidian SSI-L Group Project was officially launched. The project is expected to accumulate a number of mature curriculum cases and form characteristic interdisciplinary curriculum results through two rounds of practice in the research for two and a half years. In this semester, the focus of the research will be the selection of topics and the overall design of learning activity programs. It is expected that the SSI-L activities can truly promote the development of the school’s interdisciplinary teacher team and the improvement of students’ scientific literacy.