[SSI Learning] 杭州市召开初中科学“社会性科学议题学习与设计实施”研讨活动

2021年4月27日，在杭州临平一中南汇校区举行了杭州市初中科学关于“社会性科学议题学习与设计实施”的研讨活动。橄榄树学校的黄子樾老师和临平一中的胡嫣婵老师给与会者带来了两堂十分精彩的课堂展示。杭州市三墩中学的俞园老师结合黄老师和胡老师的课堂教学实践，分享了“社会性科学议题实践中的悟与乐”。这两堂极具现实性、趣味性、社会性的课程以及俞老师的精彩分享，让在场的各位老师都颇有感悟与震撼。

黄子樾老师以“牛奶盒是不是垃圾？”为议题展开了对复合纸包装的探究与讨论。首先带领学生深入认识了牛奶盒的成分，从科学理论层面引发“牛奶盒是不是垃圾？”的思考，引出“资源”概念。接着黄老师给出了具体数据，让学生通过数据计算了解牛奶盒资源化情况和回收率，引出“理论上极具价值的牛奶盒为何会被当成垃圾？”的思考。

当学生震惊于牛奶盒高回收价值和低回收率的强烈对比之时，黄老师以“研讨会”的形式，发布议程任务指令：①分析牛奶盒回收再利用现状的产生原因；②根据原因，提出针对性的解决方案；引发学生对牛奶盒回收状况的深入思考，并通过教师的总结引导学生学会多维度多方面地思考。学生通过相互评价产生思维碰撞，提升了学生情感与思维的能力。最后教师针对学生的提案和实际发生的措施进行总结，指出矛盾双方在一定条件下相互转化的观点。

胡嫣婵老师结合临平果乡特色和学校特点展开了学校绿化设计讨论，针对“学校该不该种果树，种哪些果树及果树如何分布种植”的问题，让学生利用各个植物的生长习性以及临平一中南汇校区校园特点，为新校园合理设计果树的种植，并且与全班同学分享自己的设计理由。学生的思维在小组的碰撞中不断地完善，从最开始单单考虑果树的生长习性，也就是从科学的角度看待问题，到之后考虑各类果树的寓意，考虑到其文化价值。校园种植贴近学生实际生活，学生作为学校的一份子，可以设身处地地去思考，更能够提高学生的兴趣。

两堂精彩纷呈的课程之后，三墩中学的俞园老师针对“社会性科学议题实践中的悟与乐”与大家进行了分享与探讨。先从议题概述入手，讲述了他们团队对议题进行内容商讨，课程设计，建模实践展示，任务分工等过程，并以围绕水体富营养化这一议题为例，展示了探究与实践的过程。在这一过程中，学生是活动开展的主体，通过设计微生物、植物、水生动物等多个变量去防止水体富营养化且取得了一定的成果。俞老师的讲解，为大家打开了新世界的大门，让大家对教学有了不同的理解。教师教授给学生的不仅是知识，而是将知识与生活与社会接轨，这样不仅能提高学生的学习兴趣，也能提高他们的社会责任感，更能让他们辩证地看待问题，解决问题。

本次活动的最后，杭州市初中科学教研员金京生老师对这三位老师的课堂与分享进行了肯定性的总结。“社会性科学议题”是目前科学教学中讨论度较高的议题，通过社会性议题与科学学科的结合，尝试打开学生的思维，培养学生的决策能力。社会性科学议题是没有最终结论的，需要辩证地去看待矛盾双方，但又需要基于科学证据的推理（科学循证推理）来决策问题解决。这既能够体现科学核心素养，又能将科学，政治，社会联系起来，使学生学到的不仅是科学课本上的知识，而是让学生学会运用所学知识去解决社会问题，让知识服务于生活，从而提高学生的科学兴趣与科学素养。

On April 24, 2021, a seminar on “Socio-scientific Issue Learning Design & Implementation” was held at Nanhui campus of First Middle School of Linping, Hangzhou. The teachers Huang Ziyue from Olive Tree School and Hu Yuanchan from First Middle School of Linping gave two wonderful demonstration classes. Yu Yuan, a teacher from Sandun Middle School of Hangzhou, shared the “Joy and Comprehension in Socio-scientific Issues Practice” based on the two teachers’ classroom teaching practice. The two classes were funny and close to society and reality and the wonderful sharing of the teacher Yu had enlightened and shocked all teachers at the site.

Huang Ziyue unfolded a study and discussion on composite paper packing with a topic of “Is Milk Carton Waste?” First, she guided the students to deeply understand the composition of a milk carton, aroused thinking of the question from the level of scientific theories and introduced the concept of “resource”. Later, Huang offered specific data to ask the students to work out the resource conversion and recycling rate of milk cartons based on the data and think of the question “Why are the theoretically valuable milk cartons are taken as waste?”

When the students were shocked by the strong contrast between the high recycling value and low recycling rate of milk cartons, Huang assigned some tasks in the form of a seminar. 1. Analyze the causes of the recycling and reuse status of milk cartons. 2. Propose solutions based on the causes. She guided the students to think deeply of the recycling status of milk cartons, and then made a summary to guide the students to think from various dimensions and perspectives. Through mutual evaluation, the collision of thoughts among the students had improved their emotional and thinking abilities. At the end, the teacher summarized based on the proposals of students and measures actually taken, pointing out that the two aspects of a contradiction will transform mutually under certain conditions.

The teacher Hu launched a discussion on campus greening design based on the characteristics of Linping as a fruit town and the school. Under the questions of “Should fruit trees be planted in the campus, what fruit trees should be planted and how the trees should be distributed”, she asked the students to design the fruit tree growing reasonably for the new campus according to the growth habits of different plants and the campus features, and share their design reasons with other classmates. The collision of thoughts of the students in the team kept perfecting. At first, they just considered the growth habits of fruit trees and saw issues from a scientific perspective. Afterwards, they began to consider the implications of different fruit trees and their cultural values as well. Tree growing in the campus is close to the students’ life. As a member of the campus, the students can think in the school’s position, so that it can raise their interest.

After the two wonderful classes, Yu Yuan, a teacher from Sandun Middle School, shared and discussed with everyone on the “Joy and Comprehension of Socio-scientific Issue Learning”. Yu first started from the overview of the topic to share the team’s discussion on the contents of the topic, course design, modeling practice and exhibition, and labor division, and showed the process of exploring and practicing on the topic of water eutrophication. In this process, the students were the subject of activities. They have designed several variables such as microbes, plants and aquatic animals to prevent water eutrophication and made certain achievements. Yu’s explanation had opened the gate to a new world for everyone, allowing everyone to have some different understanding of teaching. The teachers not only taught students knowledge, but also connected knowledge with life and society, which can raise their learning interest and sense of social responsibility, but also enable them to consider and solve any issue dialectically.

In the end, Jin Jingsheng, a teacher and researcher of Hangzhou for science education of junior high schools, gave an affirmative summary on the classes and sharing of the three teachers. “Socio-scientific Issues” are currently much discussed issues in scientific teaching. Through combining social issues and science subjects, they attempt to inspire the students’ thinking and foster their decision-making ability. There are no ultimate conclusions to socio-scientific issues. The students have to treat the two parties of a contradiction dialectically, and make decisions and solve problems through inference based on scientific evidences (or scientific evidence-based reasoning). This not only reflects their core scientific literacy, but also can combine science, politics and society to enable the students to not only learn knowledge on science textbooks, but also allow them to apply the knowledge to solve social issues, make knowledge serve their life, thereby raising their interest and literacy in science.