2023年12月20日下午，北京师范大学第二附属中学在博学楼517会议室召开了社会性科学议题学习（SSI-L）线下研讨会。北京师范大学社会性科学议题学习项目负责人、北京师范大学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，北京师范大学社会性科学议题学习项目学科指导专家组组长彭梦华，以及项目办团队成员、SSI-L教师社团成员共同出席了本次会议。会议由北京师大二附中高中部物理组韩立新老师主持。
会议开始，韩立新老师汇报了参加SSI-L年会报告的筹备工作进展情况，包括教师论坛和学生论坛两个部分，教师论坛由杨帆凡、赵建利、韩立新三位老师主要负责，杨帆凡老师主讲；学生论坛由张慧、罗建勇老师主要负责，来自高一、高二的三名学生主讲，内容围绕地球温度的系列问题，包括理论分析和实验探究两个方面。
随后，杨帆凡老师就教师论坛的内容与设想进行汇报，内容围绕科学论证展开，主要包括顶层设计、实施路径、学生活动呈现等几个方面。
最后，项目负责人林静肯定了年会的推进工作，并提出相应具体建议，比如进一步思考为什么建设低碳校园存在不确定性的一面，为何建设低碳校园一个复杂的社会性科学议题，由此来提升与扩展议题课程的立意；介绍课程具体实施阶段时需要围绕2~3个亮点来展开；指导学生论坛时要把握好“度”，既需要教师指导，又要确保让学生发出自己的声音，论坛报告内容要以实事求是为原则。
On the afternoon of December 20, 2023, the Second High School Attached to BNU held an offline Socioscientific Issues-based Learning (SSI-L) Project seminar in Conference Room 517 of the Boxue Building. Lin Jing, head of the SSI-L Project Team and director of the Science Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal, Peng Menghua, head of the Disciplinary Guidance Expert Team of the SSI-L Project, members of the project office, and members of the SSI-L Teachers Club attended this meeting. The meeting was presided over by Han Lixin from the Physics Team of the Senior High School Department at the Second High School Attached to BNU.
At the beginning of the meeting, Han Lixin reported on the progress of the work on presentation preparation for the SSI-L annual conference, including the teacher forum and the student forum. The teacher forum was mainly in the charge of three teachers, Yang Fanfan, Zhao Jianli, and Han Lixin. Yang Fanfan was responsible for delivering the presentation. The student forum was mainly led by two teachers, Zhang Hui and Luo Jianyong. Three students from years 10 and 11 of the school were responsible for delivering the presentation on a series of issues about the Earth’s temperature, from two perspectives of theoretical analysis and experimental inquiry.
After that, Yang Fanfan reported on the presentation content and ideas for the teachers’ forum. The content centered on scientific argumentation, including top-level design, implementation paths, presentation of student activities, etc.
In the end, Lin Jing, leader of the SSI-L project, fully affirmed the progress they have made for the annual conference, and put forward a number of specific suggestions. For instance, teachers should think further about why there is uncertainty in building a low-carbon campus, and why building a low-carbon campus is a complex socioscientific issue, thereby elevating and expanding the conception of the SSI-L course. When introducing the specific implementation stage of the course, teachers need to focus on 2 to 3 highlights. When offering instructions for the student forum, it is necessary for teachers to control the boundaries. In other words, the instruction requires not only teacher’s guidance, but also making sure that students can express their own voice. The presentation content must follow the principle of seeking truth from facts.