[SSI Learning] 基地校领航团队首期在线研修顺利举行
Online PD of the leading teams of SSIL partner schools was successfully held

为全面深化课程改革，推进中小学校落实立德树人根本任务，北京师范大学中国基础教育质量监测协同创新中心（以下简称中心）与美国北卡罗莱纳大学教堂山分校（以下简称北卡）联合发起了社会性科学议题学习（Socio-scientific issues Learning, SSI-L）研究项目。在前期充分调研、访谈和筹划备课的基础上，项目组于2020年8月24日至26日举办了“社会性科学议题的教学设计与校本实施”线上研修活动，来自北京、浙江、四川、山东、山西等9个省市34所基地校共110位领航教师参加了本期研修，中小学生科学素养提升联盟（AISL）学科指导专家组组长、北京师范大学特聘研究员、北京师范大学附属第二中学特级教师彭梦华在研修开幕式上做了简要的欢迎致辞。

三天的在线研修分设了三个方面的研修内容。第一天的研修旨在帮助教师认识SSI。AISL副主席、北卡Troy Sadler教授，与北卡柯立博士介绍了SSI的概念、教学框架，并展示了具体案例。AISL副秘书长、上海师范大学江丰光教授细致分析了四个国外优质SSI学习案例。台湾师范大学郑秉汉博士以全球变暖为例介绍了桌游在SSI-L中的运用。北京市教育科学研究院高振奋教研员则基于我国学生发展核心素养培养目标，探讨SSI学习和学生发展核心素养之间的关系。AISL秘书长、中心科学提升部主任、SSI-L项目负责人林静副教授在上述报告的基础上概述了SSI的定义、教育价值以及实施路径，指出应指向核心素养、围绕重要概念、遵循学生认知规律组织学生开展SSI学习，促使项目团队达成基本共识。

第二天的研修旨在让教师体验SSI学习。林静以《健康与生活》为主题，带领教师们穿梭至高中时代体验SSI-L。参培教师以学生的身份在区域小组内轮流发表自己对相关问题的看法，并推选小组代表在大组以角色扮演的形式呈现讨论结果。参培教师也纷纷在会议聊天室中提问与交流。通过体验式学习，参培教师不仅亲身体会到了SSI-L在培养学生德智体美劳方面的价值，也体验到其具体实施路径。

第三天的研修旨在帮助各校领航教师开展SSI-L的设计。AISL学科指导专家分学段入组，讲解和剖析项目组前期开发的SSI-L案例，指导参培教师结合学校和地方特色设计本校的SSI-L方案。各学段在组内评议后，推选出“薰衣草的前世今生”、“饮用水的选择”与“电子书VS纸质书”这三个议题在大组进行汇报交流。林静肯定了参培教师在研修中取得的进步，也提出了进一步的期望，强调SSI-L不要上成讲授课，不要搞成研究性学习，不要有课外作业。这“三不要”得到参培教师的一致支持和认同。

为促进参培教师的深度学习，项目组还组织了两晚的在线沙龙，并在AISL网站上开设SSI-L暑期研修交流贴，参培教师分别就课程实施、SSI-L选题、课标与选题之间的关系等问题在交流帖中评论提问，专家和参培教师在沙龙活动中一起探讨、碰撞思想火花。

本次在线研修活动安排充实，干货满满，从认识、体验到设计SSI-L，同时提升了信息技术的运用能力，参培教师都表示受益匪浅，为后续SSI-L项目的开展打下了坚实基础，为基地校以SSI-L促学校育人提供良好的开端。

In order to deepen the curriculum reform in a comprehensive way and promote the implementation of the fundamental task of morality education in primary and secondary schools, China Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University (hereinafter referred to as “the Center”) and the University of North Carolina at Chapel Hill (hereinafter referred to as “the UNC”) jointly launched a research project of Socio-scientific Issues Learning (SSI-L). On the basis of sufficient research, interviews and lesson planning in the early stage, the project team held an online workshop on “Instructional Design and School-based Implementation of Socio-scientific Issues” from August 24th to 26th, 2020, which was attended by 110 leader teachers from 34 partner schools in 9 provinces and municipalities including Beijing, Zhejiang, Sichuan, Shandong and Shanxi. Mr. Peng Menghua, head of the expert team of the Alliance for Improving Scientific Literacy (AISL), a distinguished researcher of Beijing Normal University, and a special-ranked teacher from the Second High School Attached To Beijing Normal University, gave a brief welcome speech at the opening ceremony of the workshop.

The three-day online workshop covered three areas of training. On the first day, Troy Sadler, Vice President of AISL and Professor of UNC, together with Dr. Ke Li, introduced the concept and framework of SSI with specific cases. Mr. Jiang Fengguang, Vice Secretary General of AISL and Professor of Shanghai Normal University elaborated four high-quality SSI learning cases from overseas. Dr. Zheng Binghan from National Taiwan Normal University introduced the application of board games in SSI-L by using global warming as an example. Mr. Gao Zhenfen, a teaching researcher from Beijing Academy of Educational Sciences, discussed the relationship between the SSI learning and the development of students’ key competencies based on the goal of developing key competencies of students in China. Following the above reports, Dr. Lin Jing, Secretary General of AISL, Director of the Science Improvement Department of the Center and project leader of SSI-L, gave an overview of the definition, education value, and implementation approaches of SSI. She pointed out that SSI learning should be directed to students’ key competencies, focused on “big ideas” and organized by keeping to students’ cognitive patterns, which facilitated a basic consensus among project teams.

The second day of the workshop was designed to allow teachers to experience SSI learning. With the theme of “Health and Life”, Dr. Lin led teachers to feel how it looks like to have SSI learning in high school. The teachers took turns as students to express their views on relevant issues in regional groups, and selected representatives to present the discussion results in the form of role play in the large group. They also had the opportunity to ask questions and exchange ideas in the zoom chat room. Through experiential learning, the teachers not only personally experienced the value of SSI-L in cultivating students’ all-round development of moral, intellectual, physical, aesthetics and labor education, but also had a clearer idea on its concrete implementation approaches.

On the third day of the workshop, the experts of AISL were divided into groups to explain and analyze the SSI-L cases developed by the project team in the early stage, and instructed the teachers to design their own SSI-L activities according to the characteristics of their schools and localities. After discussion within the small group, the three topics of “Lavender’s Past and Present”, “The Choice of Drinking Water” and “E-books vs. Paper books” were selected to be presented in the large group. Dr. Lin affirmed the progress made by the participants, and also raised further expectations for them. She emphasized that SSI-L should not be conducted as a lecture or a research study, or given extra-curricular assignments, which was unanimously supported and agreed by teachers participating in the training.

To promote the in-depth learning of the participating teachers, the project team also organized a two-night online salon, and set up a posting area for SSI-L summer training communication on the AISL website, where the teachers could comment and ask questions on issues such as course implementation, SSI-L topic selection, and the relationship between the curriculum standard and topic selection, etc. The experts and the participating teachers would discuss those issues in activities, sparking the fire of wisdom and thoughts in this workshop.

This online workshop, from the understanding of SSI-L, to the experience and the designing, was well arranged and ended with fruitful results. It also improved the teachers’ ability of using information technology. All the teachers participating in the training said they benefited a lot from the SSI-L project, and that would lay a solid foundation for the implementation of the SSI-L project and provide a good start for the partner schools to use SSI-L as a way of improving school education quality.