[SSI Learning] 全国高中学段研讨纪要（2021-09-08）

2021年9月8日晚7:30-9:30，SSI-L项目高中组在腾讯会议室举行在线研讨活动。本次研讨的主要内容为新学期工作计划与课程安排。会议由项目负责人林静老师主持，高中学段负责人、学科指导专家，基地校校长、联络人与骨干教师等参与了本次研讨。

北京市第九中学贾倩老师介绍学校议题“多学科多维度分析新型冠状病毒的科学防控途径”的设计框架。课程建设包括“回顾历史上的疫情”、“疫情中的物理模型”、“化学制剂在疫情防控中的作用”、“生物学与疫情中防控”四个模块，涵盖化学、物理、生物等学科内容，计划面向高一、高二的学生以选修课的形式持续开展2-3学期，强调带领学生领会研究意义，探究研究原理，掌握研究内容与方法，得出研究结论的全过程。贾倩老师指出自己在SSI-L研究与实践中学习了各科知识，学生在课程学习中提升了科学思维、实验动手能力，增强了社会责任感和爱国情怀。

北京市第九中学联络人高笑旭老师认为在议题名字的选择上不一定要具有争议性，只要话题具有社会性、科学性的特点即可。林静老师做出回应，争议性不一定要体现在名字上，更要关注该话题背景下驱动性问题的提出，解决方案的复杂性、开放性与多样性等。

北京市第九中学林乐光校长指出，本议题由学校多个学科教师组成研究团队来设计研发，将在学校连续实施一学年。

北京师范大学第二附属中学韩立新老师介绍了学校的新选题，“现阶段，是否应该大范围应用太阳能光伏系统？——太阳能光伏系统的搭建及应用场景的探索”。该选题基于学校已有项目，拓展为SSI-L活动。已有课程包括三大任务，设计太阳能路灯系统、光伏电站的前期选址和管理、探索丰富多样的光伏应用场景。韩老师指出，正在邀请地理、政治学科教师参与，跨学科制定该议题的星形图。

林老师指出该议题可从环保、能源的角度进行拓展，围绕太阳能作为清洁能源用于地方解决能源问题的可行方案，创设议题学习情境。彭梦华老师强调太阳能电池与高中课程联系紧密，学生通过了解能量转化、制作原理后可以更好地认识电。课程团队中的地理老师可以在能源分布、太阳能应用成果等课程内容上贡献更多力量。

北京师范大学附属中学张亚老师介绍议题方案“新冠疫情背景下的社会性科学议题”，计划在高一开设选修课，由生物与化学学科的老师联合开展。课程内容聚焦新冠疫情的传播和防控，下设三个子议题，分别是野生动物与病毒、疫苗研发和家庭消毒剂的配制。

北京市昌平第一中学周有祥老师介绍学校选定的新议题“碳中和”，课程团队由十几名不同学科的教师组成，分主题设计课程内容。课程将于10月底或11月初形成初步方案，并选择二十名优秀的高一学生在社团中开展。

北京一零一中程丽副校长表示学校国际部将继续推行已有的 3个社会性科学议题并考虑在下一轮课程建设中集中教师团队的力量，进一步加强跨学科融合程度。湖南省株洲市九方中学李永平老师和山西师范大学实验中学杨莹老师分别介绍了初步选定的议题“智轨与城市交通问题”和“粉尘污染与经济发展”，并谈及议题实施中存在的困难。

谭永平老师点评道，各个学校的议题方向与团队架构已基本形成，在做好课程设计的同时更要注重课堂实践与跨学科交流研讨。林静老师对会议进行总结，一是各个学校要发挥不同学科教师的优势，组建跨学科团队协同备课，才能相互启发，开拓视野；二是议题内容应当助力学生高考，与学科内容相结合，围绕实际问题开展，符合课标要求；三是发挥专家团队的力量，开拓交流途径，开放课堂，通过线下参观或线上交流等活动集体备课，充分给予各校教师专业支持。

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On September 8, 2021, from 7:30 pm – 9:30 pm, the high school group of the SSI-L learning project held an online meeting via the Tencent conference room, discussing the project plan and curriculum arrangement for the new semester. The meeting was hosted by Dr. Lin Jing, the Project Leader, and participated by the high school section leaders, subject experts, principals of partner schools, liaisons and backbone teachers.

Ms. Jia Qian from Beijing No.9 High School introduced the design framework of her school’s project “Multidisciplinary and Multidimensional Analysis of the Scientific Prevention and Control of COVID-19”. The curriculum was divided into four modules, namely, “review of pandemics in history”, “physical model in pandemic”, “the role of chemical agents in pandemic prevention and control”, “biology and prevention and control of pandemic”, and “the role of chemical agents in pandemic prevention and control”. It covered chemistry, physics, biology and other disciplines, and planned to last for 2-3 semesters as an elective course for senior one and senior two students, emphasizing the whole process of guiding students to understand the significance, to explore the principles, to master the content and methods, and to draw conclusions of the research. Ms. Jia pointed out that she learned a lot about various subjects through SSI-L research and practice, during which students also improved their scientific thinking and experimental hands-on skills, and enhanced their sense of social responsibility and patriotism.

Ms. Gao Xiaoxu, the liaison of Beijing No.9 High School, thought that the choice of topic names did not have to be controversial, as long as the topics were social and scientific in nature. Dr. Lin Jing agreed that being controversial did not necessarily have to be reflected in the name, but should be in the complexity, openness and diversity of the solutions to the driving issues raised in the context of the topic.

Principal Lin Yueguang of Beijing No.9 High School added that this topic was designed and developed by a research team of teachers from several disciplines and would be implemented in the school for one consecutive school year.

Mr. Han Lixin, from the Second High School Affiliated to Beijing Normal University, introduced their new topic, “Should Solar Photovoltaic Systems Be Applied on a Large Scale at This Stage? — An Exploration of the Construction and Application Scenarios of Solar Photovoltaic System”. This topic was based on the school’s existing program, which was then expanded into the SSI-L activity. The existing curriculum included three major tasks, designing a solar street light system, pre-site selection and management of a photovoltaic power plant, and exploring a rich and diverse range of photovoltaic application scenarios. Mr. Han informed the attendants that geography and political science teachers were being invited to participate in developing a star map across disciplines.

Dr. Lin suggested that the topic could be expanded from the perspective of environmental protection and energy issues, and that a topic learning context could be created around the use of solar energy as a clean energy source for viable local solutions to energy problems. Mr. Peng Menghua emphasized that solar cells were closely related to the high school curriculum and that students could better understand electricity by understanding the principles of energy conversion and production. The geography teachers could contribute more to the curriculum content such as energy distribution and solar energy application results.

Ms. Zhang Ya, from the High School Affiliated to Beijing Normal University, introduced their topic “Socio-scientific Issues in the Context of the COVID-19 Pandemic”. It was planned to be an elective course among senior one student, jointly conducted by biology and chemistry teachers. This course would focus on the spread and prevention of the COVID-19 pandemic, with three sub-topics: wildlife and viruses, vaccine development, and the preparation of home disinfectants.

Mr. Zhou Youxiang, from Changping No. 1 High School in Beijing, introduced the new topic “Carbon Neutrality” selected by his school. The curriculum team was consisted of a dozen teachers from different disciplines, who designed the course content based on different topics. The curriculum will be developed in late October or early November, and 20 outstanding senior students would be selected to work on it in student clubs.

Ms. Cheng Li, Vice Principal of Beijing 101 High School, said that their International Department would continue to implement the three existing socio-scientific issues and consider pooling the strengths of the faculty in the next round of curriculum development to further strengthen the interdisciplinary integration. Mr. Li Yongping from Jiufang High School in Zhuzhou, Hunan Province and Ms. Yang Ying from Experimental High School Attached to Shanxi Normal University introduced the preliminary topics “Smart Rail and Urban Transportation” and “Dust Pollution and Economic Development” respectively, and talked about the difficulties in implementing the topics.

Mr. Tan Yongping commented that each school had formed a general topic direction and team structure, and it was important to put emphasis on classroom practice and interdisciplinary discussion while making a fair curriculum design. Dr. Lin Jing summarized the meeting from three aspects, firstly, each school should make use of the advantages of multi-disciplinary teachers and form interdisciplinary teams to collaborate in course preparation so as to inspire each other and open up their horizons; secondly, the content of the topics should assist students with their college entrance examinations, be subject related, focus on practical problems and meet the requirements of the curriculum; thirdly, the power of expert teams should be brought into play to develop communication channels and open up the classroom teaching through offline visits or online communication, so that they could provide full professional support to teachers in each school.