[SSI Learning] 全国高中学段研讨纪要（2021-12-08）
Minutes of the online meeting for SSI Learning project in high schools (12/08/2021)

2021年12月8日晚19:00-21:30，SSI-L项目高中组在腾讯会议室举行在线研讨活动，共议各校议题选择与课程实施进展。会议由高中学段负责人、人教社生物室主任谭永平老师主持，学科指导专家，基地校联络人与骨干教师参与了本次研讨。

首都师范大学附属育新学校蔡欣老师交流的议题为“基于实证的问题解决——垃圾处理”。垃圾处理与每个人的生活息息相关，是需要多学科综合解决的社会热点问题，该议题的争议性问题为“你认为其他垃圾应该填埋还是焚烧”，涉及的五星图维度有科学、道德、文化、经济与政治。蔡欣老师将10次活动设计与问题解决思路、对应学科、核心概念结合起来进行阐述，并介绍了两个具体的活动案例，分别是“模拟填埋对土壤微生物的影响”和“其他垃圾的文创产品制作”。蔡欣老师指出在社会性科学议题学习中应该采用综合、多元的过程性评价并介绍了实验类活动、辩论活动与艺术创作对应的评价标准。

谭永平老师指出课程方案的活动规划较为完整，议题贴近学生生活，具有争议性。需要多加考虑的是课程实施层面的问题，一方面前往垃圾填埋场参观是否可行，另一方面每周课时如何规划。蔡欣老师回应道计划每周连堂两节课开展活动。首都师范大学附属育新学校唐枫老师补充道，学校之前有组织学生参观垃圾填埋与焚烧场地的活动经验，所以将其整合进课程方案里。

北京市第五十七中学刘宏伟老师交流的议题为“校园白色污染治理——以午餐酸奶盒为例”。该议题是在生物多样性、垃圾分类与回收、过量生产与消费产生、温室气体超量排放等话题进一步聚焦的基础上提出，包含四个驱动性问题，例如“为什么酸奶要用塑料盒来装”“每个人每天都需要喝酸奶吗”等。学校去年以“垃圾分类”为契机，已经开展了“语言+科学”的类似课程，作为本次议题的实践基础。最后刘老师提出了在备课中遇到的形式上、知识上以及成果上三方面的困难。

北京市昌平区第一中学邴广路老师指出该议题具有“以小见大”的特征，贴近学生生活，跨学科性强，白色污染治理的话题具有开放性、科学性的特征。用可降解的纸盒代替塑料盒的做法背后关联到森林的生态效益等，需要辩证思考，引导学生从多学科交叉的角度评议酸奶盒的材料问题。只有完善社会性科学议题学习的设计，可操作性才会更强，实施起来遇到的困难也会少一些。谭永平老师提问道，科学性是如何体现在实践活动的设计中。刘宏伟老师回应道，科学性方面需要学生运用科学知识判断酸奶为什么要用塑料盒装，可能涉及到发酵问题、运输过程中的污染问题；社会性方面则需要考虑成本问题，以驱动性问题为轴引导学生加以思考探究。

北京师范大学第三附属中学曹雅琴老师交流的议题为“节能减排背景下教室遮光时间研究”，该议题是基于气候变化与节能减排目标，校园用电粗放管理现象普遍存在，教室节能式遮光的效果，学生学习影响争议的背景下提出。关键问题包括“中学生对节能式遮光和通风的态度和观念是怎样的？”“教室窗帘合理遮光时段是怎样的？”等等。针对这些关键问题，提炼出核心概念：气候变化与校园节能减排，涉及经济、科学、道德、制度、社会意识与文化等维度。曹雅琴老师详细介绍了议题的6个环节设计与时间规划，预期的学生学习成果有“确定校园窗帘遮光时段制度”“低碳生活与可持续发展展牌、讲座”等。

北京交通大学附属中学祁雪丹老师指出该议题活动流程清晰，对学生的指导明确。谭永平老师点评道，该议题学生触手可及，以小见大，议题中涉及到的光照强度、太阳光入射角与时间、政府对于教室光照时间的要求等内容跨多学科。谭老师也提出了三点建议，一是要基于证据理性探讨教室光照问题，引导学生展开科学论证；二是要调和不同的观点，引导学生站在他人的角度思考问题，协商出方案；三是可以考虑对窗帘的改进提供建议，随着太阳光照射的角度不同自适应调整透光性。

北京师范大学附属中学张亚老师交流的议题为“新冠病毒的传播与防控”，本学期设计了5次活动与1次外出实践，计划下学期在国际部高一开展课程教学。本学期的课程从关注病毒传播途径出发，邀请中科院动物研究所的专家带领学生前往门头沟的溶洞实地考察，了解野生动物的生活习性、在北京的分布情况。从免疫的角度探讨疫情的防控，涉及到的活动有制作模型、角色扮演等。后续计划包括将开发的课程用于教学实践；梳理学生活动、实践案例、教师指导用书，形成一整套课程资源；进行教师、学生培训，参与重大科技竞赛活动，推广课程。

北京市八一学校陈春翔老师点评道，该议题是全社会、全世界都在关注的话题，学校的工作做得非常充分，学生活动设计形式很多样，能够较好地调动起学生学习积极性和研究的兴趣。陈老师也提出了两个疑问，一是参与议题学习的两个班的学生有什么区别；二是高一新生生物学基础知识还比较欠缺，如何深入议题学习。张亚老师回应道去年议题开展较为仓促，这学期课时、参与学生以及合作教师都有较好的安排。在学生基础知识方面，教师会提前讲授，并尝试通过动画、表演等形式让学生更好地理解。

山西师范大学实验中学杨莹老师交流的议题为“大气污染与经济发展——临汾城市的发展与未来”。学校围绕地域特色、学生实际、科学知识、突出实践、人文精神几方面进行每周集体备课，拆解活动。课程方向的脉络从山西省临汾市城市发展现状、城市未来走向到蓝图构想，涉及大气污染、居民现状、经济发展、政策落实、建议措施等话题。杨莹老师介绍了学科融合的五星图以及课程概况，并从地理学科的角度出发介绍了具体案例。最后杨莹老师提出了在去年实施的课程基础上的一些改进思路，包括聚焦临汾本地的背景与数据、注重核心素养的融入、贯穿学生知识点、在一节课中穿插融合不同学科等。

北京交通大学附属中学祁雪丹老师认为该议题地域特色鲜明，跨学科性强。北京市海淀区教师进修学校附属实验学校任荣老师点评道角色扮演的活动很好，学生能够体验到利益冲突。此外，任老师还提出了三点疑问，一是教师准备的活动资料非常丰富，是否可以让学生自主搜寻相关信息；二是之前在临汾读大学的时候，感受到政府已经加大了治理力度；三是能否从多学科的角度切入话题。杨莹老师回应道学生的学业负担较重，能力有限，交由学生查找资料存在一定的困难；临汾市虽然对于大气污染的治理力度大，但是受限于地形地势、经济发展等条件限制，治理效果还不是特别好；课程设计已经涉及了跨学科，由于今天主讲教师是地理老师，以地理相关的案例展开的内容比较多。

项目学科指导专家、物理学科特级教师、北师大二附中彭梦华老师点评道，各所学校的选题抓住了社会性、科学性、争议性的特点。从小事入手，学生更容易感兴趣，酸奶盒虽小，数量多了就成问题了；关注教室遮光窗帘的使用，可以培养学生养成良好习惯。此外，议题研究要在小问题里扩大，例如设计新窗帘；关注填埋、焚烧之外的垃圾回收方法。

海淀区教科院课程室主任宋世云谈到社会性科学议题学习项目就像是雕刻绣花一般精打细磨，培养了一批老师，提升了老师的课程教学能力、资源开发能力、跨学科合作能力，成为科研新秀。课程是教师发展最近的途径，希望学校教师在课题中一起成长。海淀区教科院刘晓宇老师提炼了几个关键点，一是要抓住学科大概念，避免拼盘式教学；二是要多方位、多角度，站在不同立场看待社会性科学议题。

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，林老师赞赏各校在探索育人之路上呈现出新风貌，基于原有基础与多方交流评议迅速成长。各校选题准，有育人价值，例如垃圾分类、新冠病毒疫情防控都是比较普适性的话题；能有创意地从小问题入手，例如酸奶盒、教室窗帘；有突出地域性的议题，例如临汾大气污染。林静老师也提出了三点建议，一是要考虑活动实施的可行性，不鼓励过多的外出活动，第一批学生外出实践的资料可以整理作为后续课程的学生材料；二是要将课程重点放在学生思维能力的提升上，培养高中生的创新意识与创新能力，鼓励学生提出有创意的解决方案。例如垃圾分类在高中可以在分子水平层面谈垃圾降解，跟学科重要概念相匹配；三是要走出讲授式教学的舒适地带，设计与利用驱动性问题，故事化、情景化议题学习情境，以问题驱动学生开展社会性科学议题学习，让学生在故事情景中进行探索。

本次的研讨，彰显了高中组在议题选定与活动设计方面，具有初步的成效。期待项目团队进一步地钻研与交流，助推高中社会性科学议题学习取得更多成效。

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On 8th December 2021, from 19:00-21:30, the SSI-L Project held an online seminar in the Tencent Conference Room for senior high schools to discuss the progress of topic selection and curriculum implementation in each school. Tan Yongping, the leader of national senior high school section, and the Director of Biology Office of People’s Education Publishing House hosted this seminar. The seminar also invited subject experts, partner schools’ contacts and key teachers.

Cai Xin from Yuxin School affiliated Capital Normal University, presented the topic “Evidence-based Problem Solving – case study of garbage disposal”. Garbage disposal is very close to our everyday life. It is a social hot issue that needs to be solved comprehensively by multi-disciplines. The controversial question was “Do you think other waste should be landfilled or incinerated?” The school designed a five-star diagram including aspects of science, moral, culture, economics, and politics. Teacher Cai explained the design of the 10 activities in combination with problem solving ideas, corresponding disciplines and core concepts. She also presented two concrete examples of the activities which were 1) Simulating the impact of landfill on soil microorganisms; 2) Making cultural and creative products from other waste. Cai pointed out the importance of using integrated and multi-dimensional evaluation in SSI-L, and introduced evaluation criteria for experiments, debates, and creation.

Tan Yongping pointed out that project activities were well-designed, the topic was controversial and closed to students’ lives. However during the implementation, the project team needed to consider whether that’s feasible to visit a landfill, and clear about the plan on weekly lessons. Cai Xin responded that she planned to conduct the activity in two consecutive lessons each week. Tang Feng from the same school added that because they had organized visiting to landfills and incinerators before, so those activities were integrated into the project.

Liu Hongwei from Beijing No. 57 Middle School shared their SSI-L project “Eliminating White Pollution in Schools: a case study of yoghurt box.” The project was based on topics of biodiversity, waste separation and recycling, overproduction and consumption, and  over-emission of greenhouse gas. There were four driven questions including “Why do we use plastic bag for yoghurt?” and “Do we need to eat yoghurt everyday?” etc. Taking ‘waste sorting’ as an opportunity, the school had already conducted a ‘language + science’ programme. Teacher Liu at the end raised questions on determine forms, knowledge and expected outcomes during the preparation.

Bing Guanglu from Changping No.1 High school, Beijing pointed out that, the topic is close to students’ life, includes multi subjects and can see big things from small ones. This topic is scientific and open. The idea of replacing plastic boxes with biodegradable cardboard boxes is linked to the ecological benefits of forests, which requires dialectical thinking and can lead students to comment on the material of yoghurt boxes from a multidisciplinary perspective. Only by improving the design of SSI-L, can they be more practical and encounter fewer difficulties in the implementation. Tan Yongping asked how scientificity is reflected in the design? Liu Hongwei responded that students would need to apply their science knowledge to judge why plastic boxes were used. Students need to consider aspects like fermentation, pollution during transportation, and the cost. Teachers will use driven questions to guide students in their thinking and investigation.

Cao Yaqin from the No.3 Affiliated Middle School of Beijing Normal University shared her topic on ‘Research on classroom shading time under the context of energy saving and emission reduction.’ Because of the climate change and the goal of energy saving and emission reduction, sloppy management of electricity is commonly happening on campus. This reflects on energy-saving shading in classrooms and have great influence on students. Driven questions are “What are students’ attitudes towards energy-efficient shading and ventilation?” “When is the best time for the curtain shading?” The core concept of the relationship between climate change and campus energy saving were also determined. Five-star dimensions includes aspect of economy, science, moral, ethics, social awareness, and culture. Cao Yaqin introduced 6 sections and the timeline of the project specifically and mentioned that students’ outcomes will be shown through reports like “Determining the blackout time system for campus curtains” and exhibitions such as “Low carbon living and sustainable development”.

Qi Xuedan from the Affiliated High School of Beijing Jiaotong University noted that the project was well-structured and clear on students’ guidance. Tan Yongping commented that the topic was close to students’ lives and could see big things through small one. The topic covered a wide range of subjects such as light intensity, angle of incidence and time of sunlight, and government requirements for classroom light hours. Teacher Tan also made three suggestions: firstly, the project team needs to discuss the issue of classroom lighting rationally based on evidence and guide students to make arguments scientifically; secondly, the project team needs to reconcile different ideas, guide students to think about the issue from the perspective of others, and make decisions through negotiations; and thirdly, the project team needs to improve the material of the curtain so as to adapt light transmission with different angles.

Zhang Ya from the Affiliated High School of Beijing Normal University shared their SSI-L project of “Prevention and Control of the Coronavirus.” Five activities and a field trip were designed for this semester. The school planned to implement the course on senior 1 students from the International Department in the next semester. This semester’s course focused on the transmission of the virus. The team invited experts from the Institute of Zoology, Chinese Academy of Sciences to took students to a cave in Mentougou to learn about the habits of wild animals and their distribution in Beijing. The course discussed the prevention and control of pandemics based on the perspective of immunisation, while also designed activities such as model making and role play. In the future, the school plans to use the developed curriculum in teaching practice; summarizing student activities, case studies, and teacher’s guidance to a set of curriculum resource; conducting teacher and student training, and participating in major science and technology competitions to promote the curriculum.

Chen Chunxiang from Beijing Bayi School commented that this topic was of interest to the whole society, the school had made great preparation with various kind of student activities. Such project could motivate students’ interest on learning and research. Teacher Chen also raised two questions: 1) What is the difference between students from two classes who participated in? 2) How to carry out in-depth study when the freshmen are still lacking in basic biological knowledge? Zhang Ya replied that last year because of the time limitation, it was conducted in a hurry. However, this semester they had made better arrangements on class hours. Teachers will teach students basic knowledge in advance and will involve animations and performances for better understanding.

Yang Ying from Experimental Middle School of Shanxi Normal University presented on the topic of “Air Pollution and Economic Development – the discussion of the future development of Linfen.” Considering regional characteristics, student’s cognition, scientific knowledge, outstanding practices, and humanistic spirit, teachers design and prepare the curriculum weekly in groups. The course will start with the current situation of Linfen, Shanxi Province, followed by the future development and ended with a blueprint idea. The course will cover topics like air pollution, living situation, economic development, policy implementation, and suggested measures. Yang Ying introduced the five-star diagram and the multidisciplinary course design. She further presented specific cases from the perspective of the geography discipline. At the end of the presentation, she proposed several improvements based on last year implementation, including focusing on the data and background of Linfen, integrating core literacy in the curriculum, cohering student’s knowledge and including different subjects in one lesson.

Ms. Qi Xuedan from the Affiliated Middle School of Beijing Jiaotong University found the topic geographically distinctive and interdisciplinary. Mr. Ren Rong from the Experimental School, Haidian Teachers’ Training School in Beijing commented that it was great to have role plays since students could experience interests conflict. Mr. Ren also raised three questions: 1) Teachers did a lot of preparation during information gathering, can we shift more responsibility to students? 2) When he was in Linfen for University study, he found the government had already stepped up to governance. 3) The topic should reflect more on the characteristic of multidisciplinary. Ms. Yang Ying replied that, since students already had a heavy study burden, it’s hard for them to take more time gathering background information. As for the government, although the governance was already strong, due to the complicated terrain and considering economic development, the result was not good. The design of the curriculum is already interdisciplinary, since I’m a geography teacher so I shared geography related cases.

Peng Menghua, the project’s subject guidance expert, a special grade teacher in physics, and a teacher at the Affiliated No.2 Middle School of the Beijing Normal University said that all topics were social, scientific, and controversial. They all started from small points which could attract students’ attention. A yoghurt box is small but that will become a big issue when the number is large. In terms of the project related to shading, paying attention to the use of curtain shading at classrooms can cultivates good habits of students. Besides, the research should also see big things from small and expand to more activities such as designing new curtains, focusing on ways to recycle waste other than landfills and incineration.

Song Shiyun, the director of the Curriculum Office of Haidian Institute of Education Science said that the SSI-L project was similar to sculpting exercise that need to be polished time by time. Thanks to that, a group of teachers with good ability on teaching, resource development, multidisciplinary collaboration were cultivated and they were new stars on research. Learning from curriculum was the best way for teachers’ development, and we all hoped that teachers could progress through SSI-L projects. Liu Xiaoyu from Haidian Institute of Education Science summarized key points: 1) pay attention to the overall idea of the subject, and don’t piece subjects together; 2) be multi-faceted, and take different stands on social science topics.

Dr. Lin Jing, the project leader and the Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education made the summary speech. First of all, it is delighted to see that all schools had made some progress based on discussions and exchanging ideas. Each school has chosen the right topic that can cultivate students. Topics of waste separation and the prevention and control of the COVID-19 are common topics that all countries are facing with. Topics like yoghurt box and classroom curtains are very creative and can see big through small. Topics like the air pollution in Linfen is region-specific. Dr. Lin at the same raised three suggestions: 1) firstly, we need to consider the feasibility of activities; 2) secondly, we need to pay more attention to cultivate students’ creative thinking, the sense of innovation and encourage them to come up with creative solutions. Taking waste sorting as an example, for senior high school students, degrading waste can be talked at the molecular level which matches the main concept of the subject. 3) thirdly, it is important to step out of the comfort zone of lecture-based teaching, teachers should design and use driving questions, present the controversial question through story telling or creating an actual scenario. Students are encouraged to explore and carry out SSI-L step by step based on driven questions.

The seminar highlighted the initial success of the senior high school team in issue selection and activity design. We are looking forward to more in-depth discussions for more fruitful outcomes.