[SSI Learning] 全国高中学段研讨纪要（2021-10-13）

2021年10月13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，共议SSI-L议题选择与课程实施的要点。会议由高中学段负责人、人教社生物室主任谭永平老师主持，学科指导专家，基地校联络人与骨干教师参与了本次研讨。

谭永平老师表达了对新加入高中组的海淀区九所学校的欢迎，团队力量进一步加强，期待学校在项目中的发展。

北京市昌平第一中学张双凤老师讲解了“碳中和”议题的课程方案设计与学校实施进展情况。张老师从碳达峰、碳中和的背景研究出发，指出温室气体的过量排放导致全球气候变化异常，中国高度重视气候变化问题，积极参与碳减排国际合作。接着从科学、文化、政治、经济、道德的五星图展开议题内涵分析，并指出碳中和议题有利于科学大概念的学习。在课程准备上，一是要跨学科教师协同备课，打通学科间的内在逻辑，针对结构不良问题，寻求多途径解决方案；二是要做好学校课程的组织建设，从校长、教学主任、课程形式、教师团队到学生选择上统筹安排；三是在硬件、师资与机制上全面协调，师生融合，深度参与。最后，张老师详细介绍了课程的实施过程与后续设计，包括模拟“温室效应”、二氧化碳减排途径、经济发展与二氧化碳排放关系、构建“碳中和”模型等内容。

北京师范大学第二附属中学韩立新老师认为北京市昌平第一中学的课程内容丰富，组织严谨，一方面议题选择贴近学生生活，关系到每个人的切身利益；另一方面学校管理效率高，老师形成了跨学科合作团队，学生感兴趣并且具备探索的能力，使得课程的实施得到落实。

北京市第一零一中赵燕老师进行题为“SSI课程模式的探索”的交流分享。赵老师首先分享了项目经验，一是选择恰当的议题，从学生生活出发，结合学校特色，为学生的科学学习提供丰富有效的现实情境；二是选择合适的学生，学生数量不宜过多，并且要对议题感兴趣，愿意主动参与议题活动；三是选择合适的时间与学习场地，可以带学生走出教室，开展实地探究调研；四是基于大背景，着眼操作性强的落脚点，例如从联合国可持续发展目标中选择合适的话题，再与学生生活慢慢建立联系，从气候行动分解到低碳生活再进一步关注校园生活、学生的出行过程；五是与学科紧密联系，例如气候行动就与地理学科的内容紧密相关；六是设计多样化的评价作业，例如让学生设计问卷，调研北京市垃圾分类执行现状；七是持续总结深化SSI学习要素，只有学生感兴趣并且自发自愿，才能更加深入、长远地推进项目。接着赵老师分享了学校对项目的学年规划，将去年的三个议题整合为一体：环境保护，计划开展宣传、研究、讲坛、科技、人文、分享、拓展、实践、服务等活动。最后，赵老师分享了SSI学习方法思维图，强调要重视学习方法的教授，培养学生终身学习能力。

湖南省株洲市九方中学李永平老师指出赵燕老师的分享很有价值，从议题选择、学生选择到过程性评价的探索都值得学习和倡导，并指出在项目的实施过程中需要做好及时总结的工作。

福建师范大学孔艺老师提出了两个交流问题，一是学校在确定选课学生上是双向选择的过程，学生既要感兴趣也要有能力，那么SSI-L是面向全体学生还是拔尖人才的培养。二是学校在组织形成跨学科教师合作模式的基础上，如何评价学科教师间的融合程度，是否需要第三方介入。

针对第一个问题，项目学科指导专家、生物学科特级教师、北京市昌平第一中学周有祥老师回应道，议题学习具备挑战，学生没有兴趣很难坚持且课后学习任务是有弹性的，需要学生自主自觉。因此，项目课程对于学生的双向选择并不是主张精英教育，而是希望在合适的议题中老师的价值和学生的能力都能得到体现，实现综合培养人的目标。北京市第一零一中赵燕老师补充道，学生是否真的对议题感兴趣并愿意持续跟进项目是最重要的，学校的英才学院就是对学生进行重点培养，让每位学生找到自己感兴趣的独特的项目。

针对第二个问题，北京市昌平第一中学周有祥老师回应道，在老师合作模式的评价上还在探索，通过回看课堂录像的形式进行团队自我评价，进一步改进课程设计。还没有形成标准，在选择不同议题、面对不同学生的时候融合程度也会不一样，有专家跟进评价会更好。

海淀区教科院刘晓宇老师指出海淀区的学校还在议题选择阶段，可以多参考学习其他项目学校的经验。碳中和的议题比较大，但在实操过程中的落脚点符合学生实际并且减排与经济发展的矛盾产生了争议性的焦点。后续会进一步开启议题论证会，期待以不同的形式呈现课程。

项目学科指导专家、物理学科特级教师、北师大二附中彭梦华老师点评道，北京市昌平第一中学的选题符合实际，项目工作开展迅速。现有课程时间安排上较为紧张，议题需要进一步联系学生生活实际，让学生感受到碳中和的必要性。北京市昌平第一中学和北京市第一零一中可以将课程课表公开，促进学校间的交流合作。

谭永平老师总结道，项目课程的实施最重要的是在现有规划的基础上坚持下来，在多学科参与融合的背景下理清大科学概念，学生思维能力的培养要突出SSI的独特性，深入考虑学生进入社会，对社会问题（法律、经济、市场等）的解决。

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On October 13, 2021, from 10:30-21:30 pm, the high school group of the SSI-L project held an online meeting via the Tencent conference room to discuss the key points of SSI-L issue selection and curriculum implementation. The meeting was hosted by Mr. Tan Yongping, leader of the high school section and director of the Biology Department of People’s Education Press, with the participation of subject guidance experts, partner school liaisons and backbone teachers.

Mr. Tan Yongping expressed his welcome to the nine schools in Haidian District that newly joined the high school section. With the further strengthening of the team, he was looking forward to the development of the schools in the project.

Zhang Shuangfeng from Beijing Changping No.1 High School explained the curriculum design and progress of the implementation of the “Carbon Neutrality” project in her school. From the background study of emission peak and carbon neutrality, Ms. Zhang pointed out that the excessive emission of greenhouse gases had led to abnormal global climate change, and that China attached great importance to the issue of climate change and actively participated in international cooperation on carbon reduction. Then she started an analysis on the connotation of the topic from the five-star chart of science, culture, politics, economy, and morality, and argued that the topic of carbon neutrality was conducive to the learning of the big concept of science. In terms of curriculum preparation, firstly, it was necessary for interdisciplinary teachers to collaborate in lesson preparation, to open up the internal logic among different subjects, and to seek multi-path solutions for poor structure; secondly, it was suggested to organize the school curriculum well, from the principal, teaching director, curriculum format, teacher team to student selection; thirdly, it was advised to coordinate comprehensively in terms of hardware, teaching staff and mechanism, and to integrate teachers and students for deep participation. Finally, Ms. Zhang introduced the implementation process and follow-up design of the course, including the simulation of the “greenhouse effect”, pathways of CO2 reduction, the relationship between economic development and CO2 emissions, and the construction of a “carbon neutrality” model.

Han Lixin from the Second High School Affiliated to Beijing Normal University thought that the curriculum of Beijing Changping No.1 High School was rich in content and well organized. On the one hand, the topic chosen was close to the students’ lives and concerned everyone’s personal interests; on the other hand, with the efficient school management, the teachers formed an interdisciplinary team, and the students were interested in the project and capable of exploring, which made the implementation of the curriculum possible.

Zhao Yan from Beijing 101 Middle School shared her experience on the project of “Exploring the SSI Curriculum Model”. First, she chose the right topic, starting from students’ daily lives and combining with school characteristics, so as to provide a rich, effective and real context for students’ science learning; second, she chose the right students, not too many of them, and they should be interested in the topic and willing to actively participate in the project; third, she chose the right time and learning place, in which way she could take students out of the classroom to conduct field investigation; fourth, she focused on operational landing points based on the status quo, for example, chose suitable topics from the United Nations Sustainable Development Goals, and then slowly established connections with student life, from climate action to low-carbon life and then shifted to campus life and students’ travel process; fifth, she linked the project with the subject closely, such as the climate action and the content of geography; sixth, she designed a variety of assessment assignments for students, like designing a questionnaire to investigate the current status of garbage sorting in Beijing; seventh, the SSI-L elements were continuously summarized and deepened, as only when students were interested and spontaneously engaged in it could the project be promoted more deeply in the long run. Ms. Zhao then shared the school’s plan for this academic year, integrating the three topics of previous year into one: environmental protection, and planning activities such as publicity, research, forum, technology, humanities, sharing, exploration, practice, and service. Finally, she shared the SSI Learning Methods Thinking Map, emphasizing the importance of teaching learning methods and developing students’ lifelong learning skills.

Li Yongping from Zhuzhou Gofront Middle School of Hunan Province praised Ms. Zhao’s sharing as valuable and worth learning, no matter it was the topic selection, student selection or the exploration of process evaluation. He added that the work of timely summary needed to be done in the process of project implementation.

Kong Yi from Fujian Normal University raised two questions for discussion. First, the school was a two-way selection process in determining the students who choose the course, and the students should be both interested and capable; thus, was SSI-L designed for all students or just for the cultivation of top talents? Second, how do schools evaluate the degree of integration among subject teachers based on the organization of the formation of interdisciplinary teacher collaboration models, and do they need third-party intervention?

In response to the first question, Mr. Zhou Youxiang, the project’s subject guidance expert, and the special-grade teacher of biology at Beijing Changping No. 1 High School, said that issue-based learning was challenging and difficult for students to persist without interest. After-school learning tasks were flexible and required students to be autonomous and self-motivated. Therefore, the two-way selection of students in the project did not advocate elitist education, but hoped that the value of the teacher and the ability of the students could be reflected in appropriate topics, so as to achieve the goal of comprehensive human development. Zhao Yan from Beijing 101 Middle School added that whether students were really interested in the topic and willing to follow the project consistently was the most important thing, and their school’s Academy of Excellence was to focus on training students so that each student could find a unique project that he or she was interested in.

As for the second question, Zhou Youxiang from Beijing Changping No. 1 High School responded that the evaluation of the teacher collaboration model was still on the way of exploration, and that the team evaluation was being conducted by watching playback of classroom videos, so as to further improve the curriculum design. No standards have been formed yet, and the degree of integration would be different when choosing different topics and facing different students, and it would be better to have experts to follow up the evaluation.

Liu Xiaoyu from Haidian Institute of Education Sciences pointed out that schools in Haidian District were still in the stage of topic selection and could learn from the experiences of other project schools. The issue of carbon neutrality was a big one, but in the practical process, the landing point was in line with the student life, and the contradiction between emission reduction and economic development helped to create a controversial focus. It was expected to present the curriculum in a different format with the follow-up discussion meetings.

Peng Menghua, the project’s subject guidance expert, and the special-grade teacher of physics at the Second High School Affiliated to Beijing Normal University, commented that the topic chosen by Beijing Changping No.1 High School was realistic and the project was carried out very quickly. The time schedule of the existing curriculum was rather tight, and the topics needed to be further connected with students’ real life so that they could feel the necessity of carbon neutrality. Beijing Changping No. 1 High School and Beijing 101 Middle School could share their curriculum schedules in order to promote exchange and cooperation among schools.

Tan Yongping concluded that the most important thing for the implementation of the project curriculum was to stick to the existing planning, to sort out the big science concepts in the context of multidisciplinary integration, to highlight the uniqueness of SSI in the development of students’ thinking skills, and to consider in depth the students’ entry into society and their solutions to social problems (legal, economic, market, etc.).