[SSI Learning] 全国高中学段研讨纪要（2021-01-27）

为助推各校设计高质量的SSI-L活动方案，项目组定期安排各学段在线研讨活动。本期全国高中学段在线研讨会于2021年元月27日晚7:00至9:00在腾讯在线会议室上进行。全国高中学段负责人、人民教育出版社生物室谭永平主任主持，来自高中学段6所基地校骨干教师、AISL学科指导专家以及其他学段负责人与骨干教师二十多人参加了此次在线研讨。本次研讨会形式较为自由，主要针对本学期SSIL开展情况的自由发言。

会议第一阶段，北京九中进行了生物组与化学组学生的SSI-L学习成果汇报。来自生物组的王依等同学以《科学消毒对后疫情时期生活的影响》为主题做了成果汇报。研究内容涉及对人类生活习惯的问卷调查、关于次氯酸以及酒精类消毒剂消毒效果、过期与未过期消毒剂消毒效果的实验探究、实验延伸的内容包括探究长期使用消毒剂对人体造成的危害等。来自化学组的李嘉伟同学以《对84消毒液的认识》为主题做了成果汇报。汇报分享了84消毒液的效度机理、使用视频直观显示了制备该消毒液的各种途径及具体的实验过程、正确使用84消毒液的正确方法及注意事项。北京九中昌洪娟老师针对该议题接下来的开展方向提出了疑问，即进一步的研究是继续延续84消毒液的主体，还是改变研究方向，比如考虑其他的防护设备，如口罩等。

谭老师首先感谢了北京九中同学们的参与并肯定了同学们高质量的汇报成果，认为同学们立足于科学，有实验，有调查，有分析有思考。谭老师针对生物组的汇报提出了几个问题：1）细菌和病毒在杀菌方面存在较大的差异。那么通过研究细菌来研究病毒，有什么不一样的地方？2）做实验时是否需要考虑实验的可重复性？建议设计至少三个重复组，使得实验结果更有说服力。3）基于同学们初中学过生物进化与自然选择，该议题可以考虑换个角度思考，比如，经常使用消毒剂是会否使某一类微生物产生耐药性而抵抗力增强？这个议题可能更贴合SSI-L。针对昌老师提出的问题，谭老师鼓励在原有选题的基础上深入的去展开，继续全面挖掘该选题与社会的关联，聚焦科学原理的运用，这样可能更可行且意义更大。昌老师表示赞同并考虑进一步思考并制定计划，深入挖掘84消毒液主题的SSI-L与社会的关联以及科学原理的运用，同时考虑将微生物的耐药性、生物进化方面等内容纳入课程设计的范围内。

图1  北京九中学生成果汇报剪影

会议第二阶段，来自北京一零一中学的赵燕老师以《SSI课程模式的探索》为主题，从学校项目背景介绍、SSI课程设计的理论及其操作模式的提炼、案例分享等三方面做了汇报。赵老师分享的三个案例涉及垃圾分类、本校环境建设以及戏剧教育。谭老师认为该汇报涉及内容较为全面，既有理论又有模式的提炼，还有案例分析，该模式值得我们借鉴。例如，三导师制、产品导向、跨学科等内容都值得我们学习和借鉴。针对赵老师分享的三个案例，谭老师认为涉及本校环境建设、以《水润一零一》为主题的议题特别符合学校特色且紧密结合SSI的议题，有达到国际水平的潜力，同时谭老师建议该议题在其内容的呈现方面可以从SSI-L涉及的几个维度进行梳理。针对垃圾分类的议题，谭老师认为该议题具有普遍性，而涉及戏剧教育的议题似乎还未呈现其与社会性科学议题的紧密结合情况。

图2  基地校北京一零一中学赵燕老师分享汇报剪影

会议第三阶段，山西师大附中杨莹老师结合本学期SSI-L实践活动的情况，分享了SSI-L实施的心得感悟。杨老师介绍到该校在教学上遵从知识面广泛，但是知识点较为聚焦的原则，同时遵循“是什么？在哪里？为什么在这里？在这里产生了怎样的影响？我们该怎样做？”的逻辑线开展SSI-L课堂活动。在实践过程中，杨老师及其所在的教学团队发现如能结合学生已有的知识再拓展新的知识，会得到较好的教学效果，学生的热情度较高。若知识太新，学生可能出现假配合或者学生参与的情况不如前者好的情况。另外，杨老师认为教学材料需要新颖以免造成学生疲惫。在教学活动的组织方面，杨老师建议打破学生依赖老师的习惯，引导学生进一步思考、讨论来证明所猜测的结论。同时，在课堂尽量引起争议，使学生见到一些不良结构的问题，通过角色扮演学习站在不同角色的角度去思考问题，防止泛泛而谈，这样能取得较好的教学效果。总的来说，杨老师认为本学习虽然开展了为数不多的SSI-L课堂活动，但是有助于学生和教师共同成长。

谭老师认为山西师大附中所开展的SSI-L从乡土的角度切入是很好的议题，议题在实施中能关注已有知识的应用、在应用的过程中发展思维，为大家提供了很好的实践经验。接下来，湖南株洲九方中学梁伯雁老师分享了《肺癌的诱因》这一课时的实施计划。谭老师认为该活动是针对高一学生的活动，在时间安排上可以考虑知识的制约因素，建议将该活动推迟到高二以贴合学生的知识背景。

会议最后阶段，SSI-L项目负责人林静老师首先感激谭老师引领高中组，同时对本学期已经开始SSI-L活动的高中各校表达了敬佩之情。其次，林老师建议北京九中可以进一步形成一体化的模式，将我国科技教育的成果推向国际。再次，林老师认为各校的SSI-L所涉及的话题都与高中的新课标完全吻合，而目前高中课标的理念是最前沿的，因此，进行SSI-L实践活动也是在落实新课标。最后，林老师向各位老师们汇报了接下来关于教师培训和进一步助推SSI-L活动的具体思路和计划。有实践就一定会前进。通过同伴互助与专家引领，大家都会共同成长。

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In order to help schools design high-quality SSI-L activities, the project team regularly arranges online seminars for schools of differernt sections. The online seminar for high schools this time was held from 7:00 to 9:00 p.m. on January 27, 2021 in TencentMeeting. Hosted by Mr. Tan Yongping, Head of the National High School Section of SSI-L project and Director of the Biology Department of People’s Education Press, the meeting was attended by more than 20 people, including backbone teachers from 6 partner high schools, AISL expert team members, as well as heads and backbone teachers from other school sections. This seminar is open to discussion, mainly focused on the implementation of SSI-L this term.

In the first stage of this seminar, Beijing No. 9 High School reported on their achievments of SSI-L in biology group and chemistry group. Wang Yi and other students from biology group gave a report themed as “The Impact of Scientific Disinfection on Life in Post-Pandemic Era” . The research included 1) the questionnaire investigation on people’s living habits, 2) the experimental investigaton on the disinfection effect of hypochlorous acid and alcoholic disinfector, and the disinfection effect of expired and unexpired disinfectants, 3) the extended investigation from the experiment like the harm caused by long-term use of disinfectants on human body. Li Jiawei and his classmates reported on the theme of “Knowledge of 84 Disinfectant”. They shared the mechanism of 84 disinfectant, using videos to vividly show the various ways of making this disinfectant, the specific experiemental procedure, as well as the right way to use it and other things worth attention. Teacher Chang Hongjuan from Beijing No. 9 High School raised questions about the future research direction of this issue, whether to keep focusing on 84 disinfectant, or change to other protective equipment, such as masks.

Mr. Tan first thanked the students from Beijing No. 9 High School for their participation and praised their high-quality reports, which were based on science, combined with experiment, investigation, analysis and their own thinking. Regarding the report made by biology group, Mr. Tan raised several questions: 1) It’s quite different between bacteria and virus in terms of disinfection. So what’s the difference of studying virus by studying bacteria? 2) Do we need to consider the repeatability of the experiment? It is recommended to design at least three repeating groups to make the results more convincing. 3) Since students have learned biological evolution and natural selection in middle school, this issue can be considered from a different perspective. For example, will frequent use of disinfectant make certain types of microorganisms become more resistant? This issue may be more relevant to SSI-L. In response to the questions raised by Ms. Chang, Mr. Tan encouraged them to expand the original issue, fully explore its social significance, and focus more on applying scientific principles, which seemed more feasbile and more meaningful. Ms. Chang agreed his ideas and considered to make further plans, digging into the relationship between SSI-L themed in 84 disinfectant and society, the application of scientific principles. Meanwhile, she was thinking to include the microbial resistance and biological evolution into the course design.

In the second stage, teacher Zhao Yan from Beijing 101 Middle School took “Exploration of SSI Curriculum Model” as the theme, and gave her report from the following three aspects: background information of school project, theory of SSI curriculum design and its operation, and three case studies about garbage sorting, environment construction of their school, and theatre education. Mr. Tan thought this report was quite comprehensive, including not only theory and model refinement, but also case analysis. The model had a lot of things worth learning from, such as three-tutor system, product orientation, interdisciplinary research. Regarding the three cases shared by Ms. Zhao, Mr. Tan thought that the issue related to school enviroment construction, themed in “water environment of 101” is particularly in line with the school’s characteristic and is closely integrated with SSI-L issues, having the potential to reach international standards. Meanwhile, in terms of the presentation, Mr. Tan suggested to sort out this issue from the several dimensions of SSI-L. For the other two cases, Mr. Tan thought the issue of garbage sorting is universal, and the issue of theatre education is still far away from social science issues.

In the third stage, teacher Yang Ying from the Affiliated High School of Shanxi Normal University shared their experience of SSI-L implementation in combination with SSI-L activities this semester. She introduced that their school follows the principle of teaching students a wide range of knowledge but with focused knowledge points; meanwhile, they carry out SSI-L class activities by the logic of “What is it? Where is it? Why is it here? What impact does it have here? What should we do?”. In practice, Ms. Yang and the teaching team she’s in found that if teachers can help students grasp new knowledge based on what they have learnt, they can get better performance and the students will become more enthusiastic. However, if the knowledge is new to students, they may pretend to learn or cannot learn as good as they do in the former situation. In addition, Ms. Yang believed that the teaching materials need to be new and fresh, or the students will get tired and bored. In terms of organizing teaching activities, Ms. Yang suggested we should help students get rid of the habit of relying on teachers too much, and guide them to prove their predictions by thinking more and discussing more. At the same time, we should try to raise controversial issues in the class so that students can see some ill-structured problems. By role-playing, they can learn to think from different perspectives, and avoid general discussions, thus perform better. In general, Ms. Yang thought that though they only carried out a few SSI-L class activities this semester, both the teachers and students have benefited from these activities.

Mr. Tan thought the SSI-L issue developed by Ms. Yang’s school is a very good one. It starts from a rural perspective. When implemented, it can focus on the application of exisiting knowledge, and improve students’ way of thinking during the application, providing a good example for all of us. Then, teacher Liang Boyan from Zhuzhou Gofront Middle School in Hunan Province shared the implementation plan for the lesson of “The Cause of Lung Cancer”. Mr. Tan thought this activity is originally designed for fresh students in high school, but considering the limit of students’ knowledge at that time, it’s suggested to postpone this activity to junior year when students have a good command of relevant knowledge.

At the final stage, SSI-L project leader Lin Jing first thanked Mr. Tan for leading the high school section, and at the same time expressed her gratitude to all the high schools that have started SSI-L activities this semester. Secondly, Prof. Lin advised that Beijing No. 9 High School can further develop an integrated model so as to show the achievements of China’s science education to the international society. Thirdly, Prof. Lin believed that the SSI-L issues developed by partner high schools are completely consistent with the current new curriculum standards for high school, the concepts of which are the most advanced, thus conducting SSI-L activities also means practicing the new curriculum standards. Finally, Ms. Lin shared with the teachers her ideas and plans to proceed teacher trainig in the future and further promote the SSI-L activities. She said, by practice and practice, we will definitely move forward. Every school will grow together by mutual help and experts’ guidance.