12月29日， 2021年“社会性科学议题学习”学术年会以在线直播的形式成功举办。本次会议由北京师范大学中国基础教育质量监测协同创新中心及北京师范大学科学教育研究院主办，《中国教师》杂志社协办，山东威海世昌中学承办。来自北京师范大学、陕西师范大学、首都师范大学、北京一零一中等单位的多位专家领导出席了会议。全国64所社会性科学议题学习项目基地学校的校长、骨干教师，以及对社会性科学议题学习项目感兴趣者等600余人在线参会。
北京师范大学原校长陆善镇、北京师范大学科学教育研究院院长郑永和、北京一零一中校长陆云泉、中国基础教育质量监测协同创新中心党委副书记李晓雪为本次会议致开幕辞。开幕式由人民教育出版社生物室主任谭永平主持。陆善镇校长在致辞中指出，在当下持续出现疫情的社会背景下，社会性科学议题学习项目为各校提升育人质量提供了有效途径；郑永和院长指出了社会性科学议题学习项目对科学教育质量提升的引领性意义；陆云泉校长在致辞中指出以社会性科学议题学习促学校立德树人的重大价值，并分享了北京一零一中学生在社会性科学议题学习中已取得的成果；李晓雪副书记对社会性科学议题学习项目一年多以来的实践成果表示肯定，并对项目发展提出了更高的期望——一是要注重以评促教，二是要注重科技赋能教育，三是要重视教师的成长与评价。
中国基础教育质量监测协同创新中心副主任、陕西师范大学胡卫平教授作了“创造性思维与创新人才培养”的主题报告。报告分析了创新人才培养与社会性科学议题学习的关系，介绍了环境创设、教学创新、课程改革、教师发展等四种创新后备人才培养模式，并介绍了相关成果的应用及影响。
本届学术年会安排了校长论坛、教师论坛、学生论坛、课例展示四大板块的内容，分别由山东省威海世昌中学校长于志健、山东省威海市教育教学研究院特级教师张涛、北京师范大学第二附属中学特级教师彭梦华和北京市通州区教师研修中心特级教师曹春浩主持展示。
校长论坛上，湖南省株洲市九方中学校长陈捍东分享的是“开展SSI-L项目以来的做法与困惑”，陈校长分享了推动项目实施的四项举措，交流了学校社会性科学议题学习项目已取得的阶段成果，并提出了社会性科学议题学习项目实施过程中的困难。浙江杭州三墩中学校长钱宇贤分享的是“以‘实践’沃土培育‘全面发展的人’”，详细介绍了学校为推动社会性科学议题学习项目而构建的扩展课程体系，并交流了项目实施对学校教师发展的促进性作用。山西大同逸夫小学副校长庞景丽分享的则是“立足纸塑文化，厚植家乡情怀”，以“大同古城修复”议题学习的具体成果，展现项目实施的意义。北京师范大学郭华教授对三位校长的分享进行了点评。郭教授充分肯定项目中教师的收获和学生的发展。同时，郭教授还指出社会性科学议题学习项目对学校的价值在于学生在科学素养和核心素养上得到发展、教师的教学和研究能力成长、校本课程丰富和评价体系完善对学校内涵的提升。
教师论坛上，北京市第九中学三位教师展示的是“疫情之下，防护是否常态化”项目，以“疫情突如其来，我们应如何应对？”、“学生在学科教学中应该进行怎样的疫情防护学习？”两个驱动性问题展开议题学习，以多学科融合的方式进行，最后采取多元方法进行评价。山西省太原市尖草坪区实验中学两位教师展示的是“饮食健康”项目，以“山西传统饮食与现代健康饮食理念的冲突”和“食物如何搭配更有利于健康？”两个问题展开议题学习，课程设置以多学科融合方式展开。该课题已申报并通过了太原市十四五重点课题，顺利拿到了立项证书。山东威海荣成市府新小学教师展示的是“自由呼吸·自在荣成”项目，重点介绍了学校开展的景观树、海草房等议题学习，以多元评价维度衡量教师和学生的发展。北京市海淀区教育科学研究院院长吴颖惠在点评时赞扬了三所学校的选题都是社会热点问题，议题有科学性、包容性和开放性，充分体现了跨学科融合的学习方式，同步实现了学生发展和教师发展。
学生论坛上，北京一零一中高一学生展示的案例是“变废为宝记”，从“草稿纸的今生与来世”这一主题来具体阐述校园草稿纸的可再生研究，并设计了草稿纸再生机，实现纸张节约。山东威海望海园中学初二学生展示的案例是“校园草坪”，学生通过分组合作，分别从经济、环保、科学、生态等角度分析天然草坪与人造草坪的利弊。浙江温州道尔顿小学五年级学生展示的案例是“海洋塑料垃圾污染”，学生调查垃圾处理方式，亲身实践减塑行动。北京师范大学科学教育研究院副院长董艳教授对三所基地学校学生的分享进行了点评，董教授赞扬三所学校分享的案例各有特色，对学生的积极参与表示十分欣赏。同时，她还指出了社会性科学议题学习项目从一般探究走向科学探究的具体实施路径，并希望各学校进一步加强师生师生“双向交互共享”。
此次年会还展示了三个课例，这三个课例分别是北京市昌平区第一中学的“碳中和项目”、山东威海世昌中学的“潮汐能发电原理及建模”和山西大同文慧小学的“校门口小食品能不能吃？”。
来自北京市昌平区第一中学的“碳中和项目”课例展示，以跨学科融合的方式，围绕“二氧化碳是否是温室气体”这一问题，以科学论证的流程设计学生活动并提出减少碳排放的措施。北京师范大学科学教育研究院副院长王磊教授对课例进行了点评，王教授指出开展社会性科学议题学习的价值及意义，肯定了昌平区第一中学的教学形式和备课方法，并希望议题能够从化学出发走向科学，更要走进社会，让学生真正面对社会发展的复杂系统，将丰富的课程资料转化为促进学生发展的学习活动。
山东威海世昌中学的“潮汐能发电原理及建模”课例，展示“威海是否适合大力推广潮汐能发电站建设”议题的五星图，通过情景导入、构建潮汐能发电概念模型、搭建潮汐能发电物理模型以及课堂总结四个教学片段展示课例成果。首都师范大学丁邦平教授对课例进行了点评，丁教授指出，该项目充分利用了科学前知，融合了跨学科概念，并且对科技场馆和发电站等实地调研活动起到的促进作用表示肯定。
山西大同文慧小学的“校门口小食品能不能吃？”课例展示，以“如何识别发霉食物？”作为驱动性问题，以探究实验和互动讨论帮助学生树立正确的对待防腐添加剂的观念，并启发学生对菌类生物展开进一步深入了解。北京师范大学高潇怡教授对课例进行了点评，高教授指出该案例课程内容丰富，内容和选题贴近学生生活，容易激发学生兴趣。同时，高教授建议后续议题学习应进一步以驱动性问题为核心，通过多角色辩论、社会调研、自主实验、调查参观、文献搜集等多种形式展开。
大会最后，中国基础教育质量监测协同创新中心科学提升部主任、社会性科学议题学习项目总负责人林静作了题为“社会性科学议题学习项目的实践与反思”的总结报告。首先，林教授指出了项目的重要意义及作用；其次，林教授回顾实践历程，指出在多方的协同助力下，目前已形成以教师行动研究为核心的“全国-区域-校本”三级联动模式，各校开发了议题学习方案，促进学生主动合作探究学习；再次，林教授针对项目实施现状进行反思，指出在后续实践中，要加强科学思维与实践的教学、开发嵌入式的发展性评价等等。最后，林教授分别从学校层面和具体课程层面提出了未来工作的开展计划。
本届学术年会充分展示了社会性科学议题学习项目的最新研究成果，对项目研究与实施的难点问题进行了深入讨论，获得了关于社会性科学议题学习项目实施的许多建设性意见，也明确了今后着力的方向。期待在有关专家和全国各基地校的共同努力下，社会性科学议题学习项目研究能够取得更大的进展，为推进教育教学方式改革创新、学生核心素养发展、落实立德树人教育根本目标做出更大的贡献。
图文供稿：山东威海世昌中学
On December 29, the 2021 Academic Annual Conference on Socio-scientific issues Leaning was successfully held online. This conference was sponsored by Collaborative Innovation Center of Assessment for Basic Education Quality of Beijing Normal University and the Institute of Science Education of Beijing Normal University, co-organized by China Teacher‘s Journal and organized by Shandong Weihai Shichang Middle School. Experts from Beijing Normal University, Shaanxi Normal University, Capital Normal University, Beijing 101 Middle High School and other units attended the meeting. More than 600 people, including school principals, team teachers from 64 partner schools nationwide, and those who are interested in SSI-L projects, attended the conference online.
Lu Shanzhen, former president of Beijing Normal University, Zheng Yonghe, dean of the Institute of Science Education of Beijing Normal University, Lu Yunquan, president of Beijing 101 Middle High School, and Li Xiaoxue, deputy secretary of the Party Committee of Collaborative Innovation Center of Assessment for Basic Education Quality delivered opening speeches for the conference. The opening ceremony was hosted by Tan Yongping, director of the Biology Department of People’s Education Press. President Lu Shanzhen pointed out in his speech that in the context of the ongoing pandemic, SSI-L projects provided an effective way for schools to improve the education quality. Prof. Zheng Yonghe pointed out the leading effect of SSI-L projects in improving the quality of science education. Principal Lu Yunquan mentioned the value of promoting moral education in the school through carrying out SSI-L projects and shared their current achievements. Li Xiaoxue, the deputy secretary affirmed the practical achievements and raised higher expectations for future development on three aspects: 1) to promote teaching through assessment; 2) to empower education through science and technology; 3) to attach importance to teachers’ development and assessment.
Professor Hu Weiping of Shaanxi Normal University, also the deputy director of Collaborative Innovation Center of Assessment for Basic Education Quality, delivered a presentation and the topic was “Stimulating creative thinking and cultivating innovative talents.” During the presentation, he analyzed the relationship between cultivating innovative talents and SSI-L, introduced four ways on cultivation including teaching environment creation, innovative teaching, curriculum reformation, and teachers’ development. He also introduced current applications and acchivements.
The conference arranged four sections including, the principal forum, the teacher forum, the student forum, and case demonstration. Those sections were hosted by Yu Zhijian, the principal of Shandong Weihai Shichang Middle school, Zhang Tao, a special-grade teacher from The Education and Teaching Research Institute of Weihai City, Shandong Province, Peng Menghua, a special-grade teacher from the Second High School affiliated to Beijing Normal University, and Cao Chunhao, a special-grade teacher from the Teacher Training Center of Tongzhou District, Beijing respectively.
Part 1: The Principal Forum
During the principal forum, Chen Handong, the principal of Zhuzhou No.9 High School, Hunan Province shared the practice and difficulties on applying the SSI-L project in their school. Mr. Chen proposed four driven measures of the implementation, shared important milestones and raised difficulties in practice. Qian Yuxian, the principal of Hangzhou Sandun Middle School, Zhejiang province, shared the theme of Cultivating ‘well-rounded people’ with ‘practice’. Mr. Qian introduced their extended curriculum designed for the SSI-L project in detail. He also mentioned the positive effect that teachers gained from the SSI-L project. Pang Jingli, the vice-principal of Shanxi Datong Yifu Primary School, delivered a speech named Strengthen the feelings of hometown based on the paper sculpture culture which was one of the outcomes of the project ”Restoration of Datong Ancient City.” She also believed the project would be helpful. Professor Guo Hua of Beijing Normal University commented on the forum. Professor Guo fully affirmed the benefit and the development that teachers and students had gained from projects. Besides, Professor Guo also pointed out that through SSI-L projects, students could develop scientific and core literacy, teachers could improve teaching and research ability, schools could enrich the school-based curriculum, and improve the assessment system. Those could all nourish the connotation of schools. That was the meaning of SSI-L projects for schools.
Part 2: The Teacher Forum
The teacher forum invited the panelists from three schools. Three teachers from Beijing No. 9 Middle School presented a project with the title of “Is protection normalized under the pandemic?” The project has two driven questions : 1) What should students learn about COVID-19 prevention in subject teaching? 2) How should we respond to the sudden outbreak of the pandemic? The project design includes multiple subjects and will finally be evaluated by the multivariate method. The project of Taiyuan Jiancaoping Experimental Middle School, Shanxi province was Healthy Diet. Its two driven questions were: 1)The conflict between Shanxi’s traditional diet and the modern healthy diet that the public agrees; 2) How to eat balanced diet? The curriculum was developed in a multidisciplinary way. This project had been selected as one of the key projects of the 14th five-year plan of Taiyuan City and successfully got the certificate. The project of Weihai Rongcheng New Primary school Shandong Province was Breathing freely · Free Rongcheng. The panelist introduced topics of landscape trees and seagrass houses, emphasized multiple dimensions on evaluating students’ and teachers’ progress. Wu Yinghui, the president of The Institute of Education Sciences in Haidian District of Beijing praised that three schools all chose hot issues in the society with the characteristics of scientificity, inclusiveness, and openness. They also all used the multidisciplinary teaching method and realized the simultaneous development of both students and teachers.
Part 3: The Student Forum
The students forum also invited three schools. Senior 1 students from Beijing 101 Middle High School presented their case on Turning Waste into Treasure. By showing the lifecycle of scratch paper, they elaborated on the research of the renewable of campus scratch paper. They also designed the scratch paper regenerating machine and achieved paper saving. Junior 2 students from Weihai Wanghaiyuan Middle School, Shandong, introduced their case on Campus Lawn. They were divided into different groups and analyzed the advantages and disadvantages of natural lawn and artificial lawn from the perspectives of economy, environmental protection, science, and ecology. Fifth-grade students from Wenzhou Dalton Primary School, Zhejiang province, showed their case on Marine plastic pollution. Students investigated ways of garbage disposal and tried to reduce plastic use. Professor Dong Yan, deputy dean of the Institute of Science Education of Beijing Normal University commented on three projects. Professor Dong said that all of those three topics were very special students were all actively participated in. She also gave the way of transit from general learning to scientific learning on the SSI-L project and hoped that students and teachers could have more interaction and could share more communication.
Part 4: Case Demonstration
There were three cases: 1)”Carbon Neutrality Project” from Changping No.1 Middle School, Beijing; 2) “Principle and Modeling of Tidal Power Generation” from Shichang Middle School in Weihai, Shandong; 3) “Can we eat snacks at school Gate?” from Wenhui Primary School in Datong, Shanxi.
Teachers from Changping No.1 Middle School designed their SSI-L project of Carbon Neutrality by combining multiple subjects and the driven question was whether carbon dioxide is a greenhouse gas. The team designed students’ activities with scientific verification method and proposed measures to reduce carbon emissions. Professor Wang Lei, deputy dean of the Institute of Science Education, Beijing normal university said that it was meaningful to carry out SSI-L projects. She agreed with their teaching method and hoped that the project design could take chemistry subject as a starting point, combine more science subjects and blend helpful learning activities into curriculums, so as to encourage students facing with complicated social issues.
The project case of The Principle and Modeling of Tidal Power Generation from Shichang Middle School in Weihai showed the five-star diagram of the project. Its driven question was whether is appropriate for promoting the construction of tidal power stations in Weihai. The project had four sections including creating a teaching scenario, designing the concept model of tidal power, and building the physical model, and class summary. Professor Ding Bangping from Capital Normal University commented that the project made full use of scientific knowledge and integrated interdisciplinary concepts. He also thought field studies of science venues and power stations were very beneficial.
The project case of Can we eat snacks at school Gate? from Wenhui Primary School in Datong, Shanxi took “How to identify moldy food?” as the driven question, aimed to establish students’ attitude towards anti-corrosion additives and inspire students’ further understanding of fungi through experiments and discussions. Professor Gao Xiaoyi from Beijing Normal University commented that the class was rich in content, and the topic was close to students’ life, which could easily raise students’ interests. Besides, Professor Gao suggested that the following practice should emphasize more on the driven question, and several teaching methods such as debates, social research, independent experiments, survey and visit, and literature collection could be used.
At the end of the conference, Dr. Lin Jing, the Director of the Science Improvement Department of China Collaborative Innovation Center of Assessment for Basic Education, the SSI-L project leader, made a summary speech entitled The Practice and Reflection of SSI-L Project. Firstly, Professor Lin pointed out the significance and role of the project. Secondly, Professor Lin reviewed the practice and mentioned that with the help of many parties, a three-level linkage model of “nationwide, regional and school-based” with teachers’ action research as the core had been formed. Many partner schools had designed the issue-based activities to encourage students to actively do research and cooperate. Thirdly, Professor Lin reflected on the process of the implementation and pointed out that in the follow-up practice, the project team should pay more attention to scientific thinking and practices, develop embedded developmental evaluation and so on. Finally, Professor Lin raised the plan both from the school level and the curriculum level.
The annual conference fully displayed the latest research outcome of the SSI-L project, and had in-depth discussions on the difficulties in research and implementation. During the conference, many constructive suggestions were obtained and the future direction was also clarified. It is expected that with the joint efforts of relevant experts and partner schools across the country, the SSI-L project will be carried forward smoothly and can contribute to the reform and innovation of education methods, the development of students’ core literacy, and the implementation of the fundamental goal of moral education.