[SSI Learning] 全国初中学段研讨纪要（2021-11-10）
Minutes of the online meeting for SSI Learning project in middle schools (11/10/2021)

2021年11月10日晚7:30-10:00，SSI-L项目初中组在腾讯会议室举行在线研讨活动。本次研讨共有3所学校分享各自的议题设计及开展情况，学科指导专家与其他基地校老师对各校选题进行点评并给出建议。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、学科指导专家等参与了本次研讨。

贵州省贵阳市第一实验中学的唐锐老师分享了本校议题“十二背后溶洞的开发与保护”的设计情况。针对之前专家提出的“研究周期过长”、“学习内容过多且偏向知识探究学习”以及“对SSI-L和五星图认识不足”三个问题，学校团队首先确定以八年级学生为对象开展项目，随后将以探究知识为主的学习调整为以五星图为中心统领的社会性科学议题学习。具体活动安排上，团队基于跨学科的学习思想设计了碳酸钙溶解化学活动、溶洞空间、温度、湿度的实地物理测量，还有溶洞中的生物多样性的探究、溶洞诗歌赏析、政策及民族信仰对景区开发的影响、景区的历史文化价值等活动，形式多样，内容丰富。

陕西省西安市航空六一八学校的祝迪老师认为，贵阳市第一实验中学团队的思路非常清晰，且设计了多学科主题的活动。同时，祝老师也指出，由于化学学科在9年级才开设，该部分内容可能对学生比较困难。其余历史、文化等方面的学习也需要与学生的具体需求相联系。

张涛老师指出，贵阳第一实验中学团队针对“十二背后溶洞”的议题进行了多轮的切实的打磨，本次修订的成效十分显著，值得鼓励。张涛老师指出，该议题还需要找到一个争议点，并形成驱动性问题，以更好地完成教学设计。从内容上看，诗歌创作等部分内容和议题关系不大，需要进一步梳理并精简。

北京市十一学校龙樾实验中学的林亚老师分享了本校议题“‘海绵城市’的愿景与落地”。该议题以郑州洪水中花费了500亿的“海绵城市”失灵为背景，提出了驱动性问题“我国应该继续推进‘海绵城市’建设吗？”。基于核心问题，团队从理论、实证和应用三个角度开发了细化的问题“海绵城市的设计理念是什么？”、“海绵城市的建设效果如何？”以及“如何优化身边的‘海绵城市’案例？”，分别融入了对分析思维、批判性思维和创造性思维的培养，并以三个问题统领活动。此外，团队老师也为学生的表现设计了相应的评价量规。

浙江省杭州市三墩中学的吴幸春老师指出，该议题涉及的面非常广，且设计了高质量的评价工具。吴老师同时提出了两个困惑，其一是海绵城市的作用目的是什么；其二是进一步发展海绵城市的争议点是什么。林亚老师针对问题一回应海绵城市的主要作用是收集储存水，并且应对洪涝灾害，针对问题二回应目前有很多城市都希望继续建设海绵城市，但是高的经济投入是否值得，科技是否能够达到要求两个方面依然存在争议。

张涛老师认为，该议题的设计中存在很多亮点，值得肯定。同时，张涛老师也指出海绵城市是一个需要政府调控的宏观问题，但是仅仅靠学生做出的实验来判断其有效性还不充分。其次，虽然该议题中存在争议点，但目前的活动更类似于探究活动，最后的落脚点应当需要进一步考虑，找到具体的争议点。

山西省太原市尖草坪区实验中学的仇子云老师分享了本校议题“青少年如何搭配饮食更有利于健康”的开展情况和新议题的构思情况。目前，针对健康饮食议题，学校团队已经完成调查学生一日三餐、分析三餐食物中所含营养素及其对人体的作用等活动。然而，在开展过程中，学校团队发现该议题存在争议性和科学性不强、知识探究过多以及学生知识储备不足等问题。基于此，项目团队开发了新议题“太阳能的开发利用”。该议题受到日常生活中随处可见的太阳能装置的启发而提出，并设计了与物理、化学、地理、生物等学科相关的议题内容。

山东省威海市望海园中学的安同娟老师认为太阳能议题的想法比较全面，议题主题很好。安老师也指出，首先是议题的争议点可以进一步完善，驱动型问题需要进一步精炼。望海园中学的于莲花副校长建议，该议题的争议性问题可以改进为“太阳能是否能取代电热水器”，“太阳能是否能够取代电能”等，以此考察太阳能的利弊。仇老师回应团队主要希望从“材料制作和使用的弊端”以及“材料使用后的废弃物的处理”两个方面来设计争议，于校长建议团队可以主要针对使用后材料的处理来设计驱动性问题。

彭梦华老师针对三所学校的交流分享给出了针对性点评。首先，针对贵阳市第一实验中学的议题，彭梦华老师建议该议题可以定位于“十二背后景区如何开发”，以此探讨背后的各种物理、化学以及生物知识。针对北京十一学校龙樾实验中学的议题，彭老师指出该议题可以切换思路，从学生身边的楼顶花园、楼顶球场入手，待做实做细后，可以进一步拓展至国家甚至世界层面的“海绵城市”的建设。针对太原市尖草坪区实验学校的议题，彭老师指出，太阳能是一个很好的话题，目前太阳能的应用存在很多的问题，从实际出发，学校可以将议题定义为“太阳能板要不要拆除”，以此评价太阳能的利弊与目前的使用问题。

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，在社会性科学议题学习项目开展的前一两年，对议题的反复打磨是项目团队的主要任务，今晚的研讨呈现了很好“备课”的氛围，希望以后各位老师还能进一步积极思考，踊跃发言。此外，林老师针对部分议题给出了建议。针对“十二背后溶洞”议题，林老师指出该议题的实施价值较高，但后续还需要进一步地搭建星型图，并且在未来的交流中可以讲得更加具体，多提出自己的疑问和想法来与大家交流探讨。针对“海绵城市”议题，林老师指出该议题略有些大，现实中的城市排水等问题还未得以很好地解决；团队可以进一步思考如何从北京做起，从身边的切实问题做起。针对“太阳能”议题，林老师指出该议题的可行性较高，驱动性问题值得进一步探讨，还是需要重视从学生的身边做起，并关注“如何用好太阳能”这一核心问题。

本次研讨中，各校高质量的分享体现了团队教师的充分思考和探究，新议题构思巧妙富有亮点，老议题的设计进一步精确化可行化。总体而言，本次研讨富有成效，希望各校在本次研讨的基础上进一步打磨议题，将议题的设计和优化作为长远的工作。

 

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On November 10th, 2021, from 7:30 pm to 10:00 pm, the SSI-L junior high school group held an online seminar in the Tencent Conference room.  In this seminar, 3 schools shared their issue designs and implementations. Subject experts and teachers from other partner schools commented on the issue selection and gave suggestions.

TANG Rui from Guiyang No.1 Experimental Middle School, Guizhou, shared their SSI-L project on “The development and protection of Shier Beihou karst cave”. Experts have raised several suggestions in the previous discussion such as the long duration of research, too much learning content on inquiry learning and lack of understanding of SSI-L and five-star diagram”. Based on that, the team decided to choose grade eight students as the object to carry out the project. The team then adjusted the learning model from knowledge-oriented to a five-star diagram centered SSI-L model. As for the specific setting, taking interdisciplinary study into consideration, the team designed activities such as experiments of calcium carbonate dissolution, field studies in terms of the space, temperature, humidity, biodiversity of the cave, appreciation of famous poems, discussion of the policy and religion, as well as the historical and cultural value of the scenic spot.

ZHU Di from Xi’an Aviation 618 School, Shaanxi Province, said the project had a very clear structure and included multiple disciplines. However, ZHU Di also pointed out that since students could only learn chemistry from grade 9, this part may be difficult for grade 8 students. Other subjects learning such as history and culture should also link with students’ needs.

ZHANG Tao praised that the team had polished the project several times and the change was significant. ZHANG also said that the team still needs to find a controversial point and determine a driven question for a better module setting. As for the content, the poetry section was not related to the topic so it better to simplify.

LIN Ya from Beijing No.11 Longyue Experimental Middle School shared their SSI-L project of “The vision and implementation of ‘Sponge City'”.  The issue was based on the failure of the “sponge city” in Zhengzhou, which cost 50 billion yuan, and raised the driving question of whether China should continue to promote the construction of sponge city? Based on the core question and thinking about theory, demonstration, and application, the team raised three detailed questions: 1) What is the main concept of constructing a sponge city? 2)What’s the effect of the sponge city? 3) How to optimize existed cases around you? Training of analytical thinking, critical thinking, and creative thinking was integrated in and those three questions led the whole process of the project. Besides, teachers evaluated students’ performance in a quantitative way.

WU Xingchun from Hangzhou Sandun Middle School pointed out that the topic covered a wide range of subjects and had high-quality evaluation tools. WU raised two questions. One is what is the purpose of building a sponge city. The second is what is controversial about further development of sponge cities. In response to question 1, LIN Ya said that the main function of sponge cities was to collect and store water and deal with flood disasters. In response to question 2, many cities hope to build sponge cities, but controversies such as whether the high economic investment is worthwhile and whether the technology can meet the requirements are worth discussing.

ZHANG Tao believes that the project has many shining points. At the same time, ZHANG also pointed out that sponge city is a macro problem that needs government regulation, so it is not enough to judge its effectiveness only by students’ experiments. Besides, current activities were more like exploratory activities, so the team needs to find out the actual controversial point.

QIU Ziyun from Taiyuan Jiancaoping Experimental Middle School, Shanxi, shared their SSI-L project on “How to keep balanced diet for teenagers?” and introduced a brief idea of their new project. Currently, the school team had completed activities of investigating students’ daily meals and analyzing nutrients contained in the meal and their effects on the human body. However, during the implementation, the team also found that the topic was not controversial and scientific. Its module setting focused too much on knowledge exploration and students also didn’t have enough background knowledge. Because of that, the team designed a new project “Development and utilization of solar energy”.  The topic was inspired by solar energy devices that can be found everywhere in our daily life. Students were going to learn knowledge about physics, chemistry, geography, and biology.

AN Tongjuan from Weihai Wanghaiyuan Middle School of Shandong Province praised that the project of solar power energy had a comprehensive idea. While at the same time, teacher AN also pointed out that the team needs to consider the controversial point and the driven question carefully. YU Lianhua, the vice-principal of Wanghaiyuan Middle School, suggested the team think about “whether solar energy heaters can replace electric water heaters” and “whether solar energy can replace electric energy”, so as to examine the pros and cons of solar energy. Teacher QIU responded that the team hopes to dig out controversial points through thinking about the drawbacks of material production and use, and the disposal of waste after using. Principle YU agreed with the latter one.

PENG Menghua made comments. First for the topic “The development and protection of Shier Beihou karst cave” from Guiyang No.1 Experimental Middle School, he suggested the school change the topic to “How to develop Shier Beihou scenic area?” Module setting could include subjects of physics, chemistry, and biology. Second for the topic “The vision and implementation of ‘Sponge City'” from No.11 Longyue Experimental Middle School, PENG suggested the team change the mindset and shift the study object to a rooftop garden or a rooftop court. After the project becomes mature, we can then expand to a bigger concept such as the construction of sponge cities at the national level or even the world level. Third for the project “Development and utilization of solar power” from Taiyuan Jiancaoping Experimental Middle School, PENG agreed that it is a good topic since there are many problems in real applications. To be more practical, the school can change the topic to whether solar panels should be removed, so as to evaluate the advantages and disadvantages of solar energy and the current problems in use.

Dr. LIN Jing, the SSI-L project leader and Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education Quality summarized today’s seminar. First of all, LIN pointed out that, in the first one or two years after initiating SSI-L project, the main task for the project team is to polish and modify the task times by times. Today’s seminar has a good atmosphere that we prepared lessons together. Hopefully, in the future, teachers can continue thinking and discussing actively. Besides, LIN also made suggestions on some issues. For the project of Shier Beihou karst cave, she thinks that the project is meaningful, but we still need to complete the five-star diagram. In the future, we expect the team to talk more specifically and raise more questions for discussion. As for the project of “Sponge City” from No.11 Longyue Experimental Middle School, LIN supposed the theme was too big since even the problem of urban drainage had not been well solved yet. The team was suggested to think about issues happening in Beijing or others that are close to students’ lives. Talking about the solar power project from Taiyuan Jiancaoping Experimental Middle School, LIN thinks the issue is feasible while the driven question is worth further discussion. Teachers need to bear in mind that all issues should be close to students’ lives and we also need to pay attention to the core issue which is ways to make good use of solar energy.

In today’s seminar, all schools gave high-quality presentations that reflect teachers’ efforts and full consideration. The new topics were well-conceived with shining points, and old topics became more practical with details.  On the whole, today’s discussion was fruitful. It is hoped that each school could further polish the topic based on the discussion and take the design and optimization of the topic as long-term work.