[SSI Learning] 全国初中学段研讨纪要（2021-12-15）

2021年12月15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，共议各校议题选择与课程实施进展。会议由初中学段负责人张涛老师主持，学科指导专家、基地校联络人与骨干教师参与了本次研讨。

山东威海世昌中学的姜倩倩老师就“威海是否适合大力推广潮汐能发电建设”展开讨论。学校教师团队融合了多学科老师，初二学生参与学习。项目实施围绕五星图设计了9个驱动性问题。目前，学生已对威海发电方式现状、多种发电方式比较和政府相关政策有一定了解，并实地考察发电站旧址。后期学校计划深度开发课程类型，让每个年级的学生都有对应的课题。教师团队继续深化已有课题，结合学校正在推进的课堂改革和小组合作教学，最终形成一套符合学校办学理念和学生实际需要的探究教学模式，更好地助力于学校立德树人。

北京市十一学校龙樾实验中学的李园老师指出，该选题富有地域特色，有利于学生充分讨论，内容上与初中生知识水平匹配，难度合适。同时，李老师希望了解教师是怎样为学生搭建脚手架的。姜倩倩老师回应教师会为学生提供部分课前整理的资料以供参考，学生也可在课堂中通过网络自行搜寻资料，以支撑学生的辩论。

张涛老师肯定了该议题选择符合社会性科学议题的各个特征，课程内容的构思和设计富有新意。同时，张老师指出，活动实际操作的可行性是项目组在开展课程时所需要重点考虑的问题，团队教师需要以充足的社会资源支持活动的顺利开展。

西安市航空六一八中学的辜亭老师介绍了本校议题“西安市旅游资源开发与环境保护——以大唐不夜城为例”的设计和开展情况。该议题结合当地社会背景，基于“大唐不夜城”的开发现状，探讨如何在旅游资源的开发中平衡经济发展与环境保护，帮助学生树立良好的人地协调观念。在活动设计上，该议题课程将首先为学生介绍相关背景知识，随后学生实地考察，明确大唐不夜城开发中存在的问题，随后开展物理实验，并基于实验结果展开辩论、角色扮演等活动，最终提出一套解决方案。目前，基于前期调研的结果，团队拟结合物理课程标准对“声”和“光”开展科学实验，为下一阶段的辩论提供依据。

威海世昌中学的姜倩倩老师指出，该议题结合西安本地特色，贴近学生生活，可以激发学生兴趣，各环节之间衔接良好。同时，姜老师希望进一步了解教师是如何培养学生旅游经济和环境保护相平衡的观念。辜老师回应，首先学生在课前将搜集大量资料，并开展调查，团队教师会指导学生如何基于资料和实验结果准备正反方发言，最后，学生将分成不同的小组，并针对不同问题展开辩论。

张涛老师肯定了议题的争议性，议题密切联系当地的生活实际，学生可以实际感知，活动设计也具有逻辑性。同时，张涛老师提出了两点疑问：其一是驱动性问题是什么；其二是在议题活动中，学生扮演哪些角色？辜老师回应驱动性问题就是该议题的争议点，即“如何平衡经济发展与环境保护？”学生扮演的角色包括商贩、政府工作人员、游客、环卫工人等，将从不同角度看夜间经济在发展过程中会遇到的问题，并提出相应的解决方案。

北京育英学校的李玮琳老师介绍了本校议题“校园创博会”的设计情况。李老师指出，基于前期调研，项目团队发现学生对博物馆参观形式有多种想法，希望参观的博物馆类型也非常多样。因此，项目团队希望学生以创意表达的方式将博览会搬进校园，开设“校园创博会”。该议题活动的实施流程包括任务讨论、寒假自主参观来确定博物馆主题、创意博物馆资源的校园再现方案设计，分博物馆类型来组建各小组来开展活动。李老师指出，目前团队拟以文史类博物馆展品的创意复制、博物馆内科学实验类体验活动的再现、博物馆中展品的创意展示作为三类的活动内容。

北京外国语大学瑞安附属学校的木少凡老师指出该议题充分利用了北京本地资源，期待活动有好的结果。同时，木老师也表示希望深入了解该议题的矛盾点、驱动性问题，以及五星图的设计情况。张涛老师指出，该活动设想很有创意，但就活动性质来说，该课程更像是项目式学习活动，而非社会性科学议题学习活动。该议题体现了开放性，但缺乏社会性、科学性和争议性，需要在后续进一步修改。同时，张涛老师认为学校团队应首先深入解读社会性科学议题学习的定义和内涵，同时需要明确社会性科学议题学习的主体是学生而不是教师。在充分领会项目内涵后，再开展具体设计。

人大附中北京经济开发区学校的解怡君老师分享了本校议题“北京是否可以大力发展芯片产业”的设计情况。该选题结合国家重视芯片生产的政策背景，依托学校临近芯片研发企业的地理位置优势而开展。在议题的设计思路上，教师将引导学生首先理解芯片的重要意义，随后了解中国遇到芯片瓶颈的问题，最后明确芯片研发的技术难点，并思考是否应该大力发展芯片产业。具体的活动设计包括前期通过文献阅读、家长讲堂和实地参观搜集芯片生产相关的知识；中期通过实际操作如制作集成电路，拆解废旧手机理解芯片的难度；后期通过实地考察和问卷调查了解芯片行业环境污染和安全问题。

山西省临汾市解放路学校的吉青青老师肯定了课题充分发挥地理优势，贴近经济发展需要。同时，吉老师也提出了三个疑问：其一是目前尚未看到基于议题设计的星形图；其二是课题对初中学生来说是否过于困难，现有的活动未必能支撑对议题的讨论；其三是在国家已有政策的情况下，该议题缺乏争议性。解老师回应团队将在后期进一步完善优化星形图，并在议题活动开展中通过校企合作，以到相关公司实习的方式促进学生深入了解芯片知识。

张涛老师指出，该选题富有特色，设计也有亮点。针对议题的具体设计，张老师建议该议题需聚焦一个具体的驱动性问题，增加议题的争议性，同时指出芯片的重要性可作为学生科学性了解的内容，不苛求学生全方面掌握，学生需要了解我国芯片产业受制于人的国际形势，并基于以上两点判断发展芯片产业的必要性。此外，学生需要综合考虑科技、城市定位和人才储备以判断是否具备发展条件。张老师强调，已有相关政策不代表议题没有争议性，对已有政策提出质疑的过程可以培养学生的质疑精神和批判思维。

山东省威海南海新区实验中学的于东升老师分享了学校团队对“社会性科学议题中虚拟情景下的驱动性问题设置”的思考，并以“香水河挡潮闸建设”为例进行了介绍。于老师提出，社会性科学议题学习的研究需要在现实基础上构建设置虚拟环境，以促进学生的“角色代入”式学习。在上一阶段对“南海新区的开发是小观蛤减少的原因吗？”的研究中，团队发现该议题涉及的因素过多，因此现阶段拟聚焦小问题，将驱动性问题确定为“你会建设香水河挡潮闸吗？”在议题探究中，学生将代入不同的社会角色，并基于各自立场做出判断。下一阶段中，教师将指导学生发现身边的议题，并通过科学的方式，采用合适的方法研究解决议题。

北京一零一中矿大分校的梁中贤老师指出，该议题活动的设计思路很巧妙，学生扮演不同角色参与讨论的方式更能够促进学生关注生态环境，提升社会参与度。梁老师建议，可以在“南海新区的开发是小观蛤减少的原因吗？”这一大议题下细化一系列的小问题，组成一个渐进式的议题活动设计。

张涛老师强调，对于一线教师来说，对社会性科学议题学习的基本概念的学习研究很有必要，了解相关概念的定义和特征是开发高质量SSI-L活动的基础。同时，张老师指出虽然虚拟情景可以促使学生将自己带入不同角色，提升参与度，但同时将导致学生的决策带有偏见，缺乏客观性，与SSI-L鼓励学生综合多方面考虑，做出综合性决策的本意相悖。张老师建议活动中学生可以代入多个角色来提出建议，以促进学生的综合思考。

学科指导专家、北师大二附中特级教师彭梦华老师高度肯定了各校对社会性科学议题的活动设计所做出的努力，并针对五所学校做出了点评。彭老师指出，威海世昌中学潮汐发电议题选择具有争议性，经过多次打磨细化了具体内容，也与学生生活相关，在议题选择和活动设计上均值得肯定；西安市航空六一八中学的经济与环境平衡问题具有争议性，贴近学生生活，同时属于社会性问题，但由于不夜城是夜间活动，议题活动中的具体实地考察可能存在困难；北京市育英学校的校园创博会议题偏向于社会调查，内容比较分散，需要在把握社会性科学议题特性的基础上进一步打磨主题；人大附中北京经济开发区学校的北京市发展芯片产业的议题中涉及的科学知识过于复杂，对初中生来说难度太高，缺乏可行性，学校的物理老师可能未必有充足的知识储备为学生提供指导，建议在课题选择上可以聚焦身边的问题；威海南海新区实验中学宜将话题缩小，以提升学习可行性的做法值得肯定，值得其他学校团队学习。

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。林老师指出，威海世昌中学需要进一步思考议题学习的“议”具体在哪里，潮汐能发电的开发会给威海带来怎样的问题，从而围绕能源问题来提升议题学习的立意；西安市航空六一八中学的选题有新意，活动研究要紧随当地政府的方针政策，思考如何更好地开发不夜城，学校团队也需要进一步思考如何体现议题的科学性；北京市育英学校校园创博会不是社会性科学议题，学校团队需要进一步思考社会性科学议题的特性，思考议题学习中的驱动性问题，在北京创博会背景下开发社会性科学议题；人大附中北京经济开发区学校提出的芯片开发问题涉及科技创新、工厂的技术革新以及信息技术化的推进，这些话题超出学生可以议论的范围，学校团队可以将芯片作为背景，并结合区域特色寻找适合学生知识和认知水平的争议切入点；威海南海新区实验中学提出的以香水河挡潮闸议题来创设虚拟情境的表述不是很恰当，因为一方面SSI-L强调真实情境中的学习，另一方面于老师所指的虚拟情景主要是基于现实创设的学生角色扮演，是让学生站在不同群体的角度来议论问题，不等同于模拟现实的虚拟情景。最后，林老师强调，选择议题首要要确定其科学性和社会性两方面，并且一定要结合当地的实际来选择议题。唯有此，后续加入跨学科融合的内容才有意义。各学校宜进一步重视和反思星形图的设计，其中的所有目标都要从可评价、可操作的角度给予精致和完善。

本次研讨内容充实，各校分享与交流体现了团队教师的思考和探究。希望各校在此基础上结合社会性科学议题学习公益讲座，进一步打磨议题的活动设计，将社会性科学议题学习的设计和优化作为团队的长远工作。

---

On December 15, 2021, from 7:30-10:00 pm, the SSI-L project team in middle schools held an online seminar via Tencent Rooms to discuss each school’s selection of SSI issues and curriculum implementation progress. The meeting was chaired by Mr. Zhang Tao, the head of the middle school team, and attended by subject guidance experts, contact persons and key teacher members from partner schools.

Jiang Qianqian from Shichang Middle School in Weihai, Shandong presented the school’s project, “whether it’s suitable for Weihai to develop tidal power generation?”. The teachers’ team incorporate a number of multi-disciplinary teachers, and the 11th-grade students participate into the learning process. The project designs 9 motivating questions based on the five-star map. At present, students have gained some understanding of the status quo of power generation methods in Weihai, the comparison between different power generation methods and relevant government policies, and have their fieldwork at to the old power station site. At the later stage, the school plans to develop in-depth curriculum categories that allow students of each grade have corresponding research topics. The teachers’ team will continue to further develop the existing topics, take in combination with the in-class teaching reform and group cooperative teaching that the school has been promoting, and eventually form a set of inquiry teaching model that conforms to the school’s education philosophy and the actual needs of students, which can help better foster virtue through education.

Li Yuan from Longyue Experimental Middle School of Beijing No. 11 School pointed out that this topic has regional characteristics, which is conducive to students’ discussion. The content matches the knowledge level of middle school students with suitable level of complexity. Meanwhile Li wanted to know how teachers build up the framework for students. In response, Jiang said that teachers will provide students with some pre-class materials for reference, and students can also search for information on the Internet to support their arguments in class.

Zhang Tao affirmed that the selection of this topic conforms to the various characteristics of SSI, and the content design is innovative. He pointed out that the feasibility of those activities is the key issue that the project team needs to consider when carrying out the course, and the team teachers need to support the smooth development of the activities with sufficient social resources.

Gu Ting from Xi’an Aviation No. 618 Middle School introduced the design and development of the school’s SSI-L issue “Tourism Resources Development and Environmental Protection in Xi’an – Taking the Grand Tang Mall as an Example”. This issue incorporates the local social context and discusses how to balance economic development and environmental protection in the development of tourism resources and help students establish a better idea of man-nature relationship, based on the development status of the Grand Tang Mall. Regarding activity design, this issue first introduces relevant background knowledge to students. Students will then make field trips to identify existing problems in the development of the Grand Tang Mall. After that they will carry out physical experiments, and have debates, role-playing and other activities based on the experimental results. Eventually they will come up with a solution. At present, based on the results of the preliminary investigation, the team plans to carry out scientific experiments of acoustics and optics based on the physics curriculum standards, so as to provide a basis for the debate in the next stage.

Jiang Qianqian from Weihai Shichang Middle School pointed out that this topic combines the local characteristics of Xi’an and is close to students’ daily life, which can stimulate their interest. Different sections are also well connected. Jiang hoped to learn more about how teachers cultivate students’ conception of the balance between tourism industry and environmental protection. Gu responded at first, students will collect a lot of data and do their own investigations before class. Teachers will guide them on how to prepare claims and counterclaims based on the data and experimental results. In the end students will be divided into different groups and debate on different issues.

Zhang Tao affirmed the controversial nature of the topic. The issue is closely related to real life and the local context. Students can actually relate themselves to this issue. The design is also logical. At the same time, Zhang Tao raised two questions: first, what are the motivating questions; second, what roles do students play in the activities? In response, Gu said the driving question is the controversial point of this topic, “how to balance economic development and environmental protection?”. The roles played by students include traders, government officials, tourists, sanitation workers, etc. They will take different perspectives to understand problems in the development of the night-time economy and propose corresponding solutions.

Li Weilin from Beijing Yuying School introduced the school’s issue design, “Campus Innovation Expo”. Li pointed out based on the preliminary research, the project team found that students have various ideas on the forms of museum visit, and the types of museums they hope to visit are also very diverse. Therefore, the project team expects students will bring expo onto the campus in a creative way and set up a “Campus Innovation Expo”. The implementation process includes task discussion, individual visits during the winter holiday to make up themes around museum, the design of creative campus reproduction of museum resources, and organizing groups by museum types to carry out activities. Li indicated that at present, the team plans out three types of activities, including the creative reproduction of cultural and historical museum exhibits, the reproduction of scientific experiment experience activities in the museum and the creative display of museum.

Mu Shaofan from the Rui’an Affiliated School of Beijing Foreign Studies University suggested that the project has made full use of the local resources in Beijing and anticipated that it would lead to good outcomes. He also expressed his hope to learn more about the controversial points and motivating question on this issue, as well as the design of the five-star map. Zhang Tao said the idea is very innovative, but this course operates more like a project-based learning activity rather than an SSI-Learning activity as per features of the activity. This issue displays openness, but lacks social, scientific, and controversial points, and thus needs to be further revised in the future. In the meantime, Zhang believes that the school team should first understand the definition and connotation of SSI learning, and clarify that the main actor of SSI learning is supposed to be students rather than teachers. Specific designs should be carried out after fully understanding of the project.

Xie Yijun from the Beijing Economic Development Zone School of the High School Affiliated to Renmin University, shared the school’s issue design, “Can Beijing develop the chip industry?”. This issue is based on the policy background of government’s priority of chip production, and relies on the geographical advantage of the school’s proximity to chip R&D companies. In terms of the ideas of issue design, teachers will guide students to first understand the importance of chips, then the bottleneck problems China have, and finally to identify the technical difficulties in R&D and think about whether Beijing should develop its chip industry. Specific activity design includes: gaining knowledge related to chip production through literature reading, parent lectures and field visits in the early stage; in the mid-term, understanding the technical difficulties chip production through practical operations such as making integrated circuits and dismantling used mobile phones; and in the later stage understanding the environmental pollution and safety issues in the chip industry through field visits and questionnaires.

Ji Qingqing of Jiefang Road School in Linfen City, Shanxi Province affirmed that the project gives full play to its geographical advantages and is closely related to the demand of economic development. At the same time, Ji also raised three questions: first, the star map based on the issue design has not yet been presented; second, whether the issue is too difficult for middle school students, and the existing activities may not be able to support discussion around the issue; and third, the issue is not controversial given the country’s existing policies. Xie responded that the team will further improve and optimize the star map in the later stage. And on the implementation of activities, the team will have school-enterprise cooperation and encourage students to have an in-depth understanding of chip knowledge by means of internships in those companies.

Zhang Tao pointed out that the topic is very distinctive, with highlights in design. Regarding the specific issue design, Zhang suggested that the topic should focus on one specific motivating question to increase its controversial value. Meanwhile he pointed out that the significance of chips can be used as content for students to learn about the issue’s scientific value, instead of demanding them grasp everything, and that students should understand the international situation that our country’s chip industry is restrained by others. Based on these two points, students think about the necessity of developing the chip industry. In addition, students should also take technology, urban planning, and talent pool into account, to access whether the city has necessary conditions for chip industry development. Zhang emphasized that existing relevant policies do not mean that the issues are not controversial, and the process of questioning existing policies can cultivate students’ query spirit and critical thinking.

Yu Dongsheng from the Experimental Middle School of Nanhai New Area, Weihai, Shandong Province shared the school team’s thinking on “the setting of motivating questions under virtual scenarios of SSI”, and introduced an example — “the construction of tidal gate on the Xiangshui River”. Yu pointed out that SSI learning research should build up a virtual environment on the basis of real situation to stimulate students’ learning by role-play. In the previous research on “is the development of the Nanhai New Area a reason for clams’ reduction?”, the team found that there are too many factors involved in this issue. Therefore, at this stage, the team focuses on small issues and sets up the motivating question as “Will you build a tidal gate for the Xiangshui River?” In the investigation process, students will assume different social roles and make judgments based on their respective positions. In the next stage, teachers will guide students to discover the issues around them, and adopt appropriate methods to interrogate and solve the issues in scientific ways.

Liang Zhongxian from Beijing 101 Middle School Affiliated to China University of Mining and Technology pointed out that the design of activities around this issue is very clever, and the ways in which students take different roles in discussion can encourage them to pay more attention to ecological environment and enhance social participation. Liang suggested that a series of small issues could be refined under the big context, “is the development of the Nanhai New Area a reason for clams’ reduction?”, to organize a progressive design of issues and activities.

Zhang Tao emphasized that it is necessary for front-line teachers to study the basic concepts of SSI learning. Understanding the definitions and characteristics of related concepts is the basis for developing high-quality SSI-L activities. Meanwhile he pointed out that although virtual scenarios can prompt students to take themselves into different roles and increase their participation, it will also lead to biased decision-making that lacks objectivity. It is contrary to the original intent that SSI-L encourages students to incorporate different perspectives and make comprehensive decisions. He also suggested that in these activities, students can assume multiple roles to make suggestions, so as to enhance their comprehensive thinking.

Peng Menghua, a subject guidance expert and a master-class teacher of the Second Affiliated Middle School of Beijing Normal University, highly affirmed the efforts made by each school in the design of SSI activities, and commented on the five schools. Peng pointed out that the issue selection of tidal power generation in Weihai Shichang Middle School has controversial value. The school has also polished and refined the content, which is close to students’ daily life. The issue selection and activity design should be acknowledged. For Xi’an Aviation No. 618 Middle School, the issue of economy-environment balance also has points of controversy, close to daily life, and meanwhile is a social issue. But as the Grand Tang Mall is a place of night-time activities, it might be difficult to conduct specific on-site investigation. Beijing Yuying School’s Campus Innovation Expo is more like social survey, with relatively scattered content, so the topic needs further refinement based on the grasp of characteristics SSI issue. For the Beijing Economic Development Zone School of the High School Affiliated to the Renmin University of China, the issue on Beijing’s chip industry development involves complicated scientific knowledge, which might be too difficult for middle school students and thus lacks feasibility. The physics teachers may not have sufficient knowledge reserves to provide guidance for the students. It is recommended to focus on the problems around students in issue selection. Wei Nanhai New Area Experimental Middle School has narrowed down the topic to improve the feasibility of learning. Such practice is worthy of recognition and learning by other school teams.

Lin Jing, head of the SSI-L project and director of the Collaborative Innovation Center of Assessment for Basic Education Quality, summarized the meeting. Lin pointed out that Weihai Shichang Middle School needs to consider further where points of “discussion” are in SSI learning, what problems will the development of tidal power generation bring to Weihai, so as to upgrade the idea of SSI learning around energy issues. Xi’an Aviation No. 618 Middle School’s topic is innovative. Its research should closely follow the local government’s policies and think about how to better develop the Grand Tang Mall. The project team needs to further consider how to reflect the scientific nature of the topic. Beijing Yuying School’s Campus Innovation Expo is not an SSI issue, so the school team should further consider the characteristics of SSI learning, the motivating question, and developing SSI issue within the context of innovation expo. The chip industry issue raised by Beijing Economic Development Zone School of the High School Affiliated to the Renmin University of China involves science and technology innovation, technological innovation of factories, and the advancement of information technology. These topics might go beyond the scope of students’ discussion. The school team can use the chip industry as background and combine its regional characteristics to find a controversial entry point that fits into students’ knowledge and cognitive level.

Nanhai New Area Experimental Middle School’s proposal to create a virtual situation based on its issue of building tidal gate on the Xiangshui River is not very appropriate, because on the one hand, SSI-L emphasizes learning in real situations, and on the other hand, the virtual situation Yu referred to mainly relies on students’ role-play created on the basis of reality. It allows students to discuss issues from the perspectives of different groups, but that’s not equivalent to a virtual environment that simulates real situation. In the end, Lin emphasized that the SSI issue selection must first ensure its scientific and social aspects, and must incorporate the local reality. Only in this way, can it be meaningful to further integrate interdisciplinary content. All partner schools should pay more attention to and reflect on the star map design, and all objectives should be refined from the perspectives of being evaluable feasible.

This seminar has shown substantial materials, and each school’s sharing and exchange reflects the project team’s thinking and exploration. On such basis, it is hoped that all schools will incorporate SSI learning public lectures, further refine their SSI-L activity design, and take the design and optimization of SSI learning as the long-term project.