文章转载于“光明社教育家”公众号
10月26日，“深化科学教育，做中国好校长”主题研讨会在上海举行。本次研讨会由《教育家》杂志社发起，北京师范大学中国基础教育质量监测协同创新中心作为学术指导，伊顿纪德《優教育》协办，旨在聚焦中国式现代化进程中的科学教育育人方式与课堂模式改革，共同探讨做好科学教育加法、助力我国教育高质量发展的实践策略。
活动现场
开幕式环节，中国科学院院士、复旦大学教授杨雄里、《教育家》杂志社副社长李功毅、伊顿纪德《優教育》执行主编单婷婷先后致辞。杨雄里从唯物辩证的角度分析了科学教育。他指出，在万事万物不断发展的过程中，任何权威都是相对的。我们要科学地对待权威，既要尊重权威，尊重知识，也要敢于挑战权威，追求真理。
杨雄里
李功毅在发言中称，《教育家》杂志为了弘扬教育家精神，激励更多教育家型校长涌现，启动了“寻找中国好校长面孔”的系列活动，此次研讨会的召开将启迪智慧、促进思考。他认为，随着大科学时代的到来，加强中小学教育是适应科学技术发展，应对国际竞争，培养拔尖创新人才的需要。
李功毅
单婷婷在致辞中提到，科学教育不仅是学科化课程，更是对自然规律的学习和探究，是对技术的探讨和实践，是以理性的方式探索和理解世界。科学教育应渗透于学习的全过程，协同培养学生的创新素养以及解决问题的能力。
单婷婷
中国科技馆原馆长王渝生以“科学教育，要从娃娃培养”为题作报告，他介绍了科学从古至今的演变历史。他强调，孩子往往具备着强烈的好奇心，是天生的科学家，要通过读万卷书行万里路，以及不断求真探索，才能成为真正的科学家。
王渝生
在“社会性科学议题跨学科学习模式与策略”的主题报告中，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指出，教师在进行社会性科学议题跨学科教学时，需明确目标，并以学生为中心，注重真实情境的创设，以自由开放的探究和小组合作方式进行教学。
林 静
华东师范大学课程与教学研究所副教授、副所长，课程与教学系副主任肖思汉围绕“科学教育课堂，如何观察与分析”作报告，他将科学课堂中观察、测量、制作、领悟等课堂动作细化，分析学生具体的学习过程，进而帮助教师更为细致地理解学生行为，改进教学方法。
肖思汉
第十四届全国政协委员、上海科技馆馆长倪闽景作了题为“为高质量科创教育做‘加法’，校长如何作为？”的主题报告。他称，科学素养指的是善于发现现象、敢于提出问题、勇于付诸行动的能力。教育要朝着为“创新而学”进行转向，不追求满分，而应追求多样化，以培育学生的科学素养。
倪闽景
圆桌论坛环节由江苏省教科院研究员、教育部基础教育课程改革指导组专家成尚荣主持。华东师范大学第一附属中学校长袁芳、南京市栖霞区燕子矶中心小学校长郑炜、杭州观成实验学校校长李洁、上海工程技术大学附属松江泗泾实验学校科学教师郑欣围绕“新时代，学校推进科学教育的困与解”这一主题展开了热烈的讨论，探讨了当下科学教育实践的误区、科学教育教师的培养、建构高质量学校科学教育课程的路径等问题。台上嘉宾与台下观众提问互动，精彩纷呈。
成尚荣
圆桌论坛现场
在优秀案例分享环节，上海市嘉定区第一中学校长李元、首都师范大学附属育新学校副校长张端、温州市广场路小学（集团）校长潘旸和北京师范大学亚太实验学校SSI项目负责人武慧娜分别分享了学校在推进科学教育方面的实践案例。案例涵盖了课程设计、教学模式等多个方面，展示了学校在科学教育领域的创新成果和成功经验。
李元、张端、潘旸、武慧娜
林静作总结讲话，她强调，教育最终要回归人的意义，教育工作者需深入了解学生，关注学生的实际需求和认知发展，以科学方法进行精准化教育，并结合人工智能时代的特点，探索教育新模式。
王湘蓉
本次会议由《教育家》杂志社副总编辑王湘蓉主持。
This article is reprinted from the "Guangming Daily Educators" WeChat public account.
On October 26, the symposium on "Deepening Science Education and Becoming Outstanding Principals in China" was held in Shanghai. Initiated by the Educators Magazine, with academic guidance from the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University and co-organized by Eaton Kidd's Excellent Education, the symposium focused on the reform of science education approaches and classroom models in the context of China's modernization, exploring practical strategies to enhance science education and support high-quality educational development in China.
At the opening session, speeches were delivered by Yang Xiongli, Academician of the Chinese Academy of Sciences and Professor at Fudan University; Li Gongyi, Deputy Editor-in-Chief of Educators Magazine; and Shan Tingting, Executive Editor-in-Chief of Eaton Kidd's Excellent Education. Yang Xiongli approached science education from a dialectical materialism perspective. He pointed out that in the process of the continuous development of all things, any authority is relative. We must treat authority scientifically, respect authority and knowledge, but also dare to challenge authority and pursue truth.
Li Gongyi said in his speech that in order to promote the spirit of educators and encourage more educator-type principals to emerge, the Educators Magazine launched a series of activities called "Searching for Outstanding Chinese Principal Figures". The convening of this seminar will inspire wisdom and promote thinking. He believes that with the advent of the era of big science, strengthening primary and secondary education is necessary to adapt to the development of science and technology, cope with international competition, and cultivate top-tier innovative talent.
Shan Tingting mentioned in her speech that science education is not only a subject-based course, but also the study and exploration of natural laws, the discussion and practice of technology, and the exploration and understanding of the world in a rational way. Science education should permeate the entire learning process and jointly cultivate students' innovative literacy and problem-solving ability.
Wang Yusheng, former Director of the China Science and Technology Museum, presented a report titled "Science Education Should Begin with Young Children." He traced the historical evolution of science and emphasized that children, naturally curious, are born scientists. Through extensive reading, exploring, and relentless truth-seeking, they can grow into real scientists.
In her thematic report on "Interdisciplinary Learning Models and Strategies for Socio-Scientific Issues," Lin Jing, director of the Science Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, underscored the need for teachers to define clear goals, adopt student-centered approaches, pay attention to creating authentic contexts, and implement teaching through open-ended inquiry and group cooperation methods, throughout their SSI interdisciplinary teaching process.
Xiao Sihan, Associate Professor and Deputy Director of the Institute of Curriculum and Instruction at East China Normal University, delivered a report titled "How to Observe and Analyze Science Education Classrooms." He broke down classroom actions like observation, measurement, production, and comprehension in details, and analyzed the specific learning processes of students to help teachers better understand student behavior and refine teaching methods.
Ni Minjing, Member of the 14th National Committee of the Chinese People's Political Consultative Conference and Director of the Shanghai Science and Technology Museum, gave a report titled "Enhancing High-Quality Science and Innovation Education: The Role of Principals." He defined scientific literacy as the ability to observe phenomena, raise questions, and take bold actions. Education should shift towards "learning for innovation," emphasizing diversity over perfection to nurture scientific literacy among students.
The round-table forum was moderated by Cheng Shangrong, researcher at the Jiangsu Academy of Educational Sciences and expert from the Ministry of Education's Basic Education Curriculum Reform Guidance Group. Several principals, including Yuan Fang from the No.1 High School Affiliated to East China Normal University, Zheng Wei from Yanziji Central Primary School in Qixia District Nanjing, Li Jie from Hangzhou Guancheng Experimental School, and science teacher Zheng Xin from Songjiang Sijing Experimental School Affiliated to Shanghai University of Engineering Science, discussed the theme "Challenges and Solutions to Promoting Science Education in the New Era." Topics included current misconceptions in science education, training science teachers, and constructing high-quality school science education curricula. The discussions gave rise to lively interactions between panelists and the audience.
In the case-sharing session, Li Yuan, Principal of Shanghai Jiading No. 1 High School, Zhang Duan, Vice Principal of Yuxin School Attached to Capital Normal University, Pan Yang, Principal of Wenzhou Guangchang Road Primary School (Group), and Wu Huina, SSI Project leader teacher at the Asia-Pacific Experimental School of Beijing Normal University, shared their schools' innovative practices in advancing science education. These cases covered curriculum design and teaching models, showcasing their achievements and successful experiences in science education.
Lin Jing delivered the closing address, emphasizing the ultimate purpose of education is to address human needs. She urged education practitioners to deeply understand their students, focus on their actual needs and cognitive development, adopt scientific methods to provide precision education, and explore new education models in light of the characteristics of the artificial intelligence era.
The symposium was moderated by Wang Xiangrong, Deputy Editor-in-Chief of Educators Magazine.