2024年12月26日，在北京师范大学“社会性科学议题学习”项目负责人林静老师的组织与带领下，北京市西城区德胜中学《通学公交》案例团队做了本期公益沙龙活动。本次沙龙聚焦于“社会性科学议题学习任务的设计”，由德胜中学夏令老师主持，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、北京市西城区西城区教育研修学院地理教研室主任邬雪梅、北京市西城区德胜中学党支部书记李燕玲点评。众多SSI-L项目合作校的校长、分管领导及骨干教师参与了此次会议。
沙龙第一阶段，德胜中学《通学公交》案例团队三位老师做了专题分享。李谦老师做了题为《以学习任务撬动社会性科学议题学习》的汇报，她从理论层面阐述了如何在社会性科学议题的学习框架下，基于以终为始的教育理念确立学习目标，并以学习任务为中心，通过驱动性问题链引导学习活动和学生思考。她指出以任务为中心，可以有效克服零散教学所导致的知识、技能与态度的分割化、碎片化问题。陈莹老师做了题为《以通学公交探究学习任务设计》的汇报，她从实践层面重点展示和回答了“如何提出驱动性问题”和“如何设计学习任务”两个问题。她指出问题设计要遵循“开放、多元、综合、思辨、创新”的原则，任务设计要贴近学生生活，指向明确易于操作、梯度合理难易适宜、书面告示过程有痕。基于这一理念，团队设计了感知——实践——讨论——分析——总结的科学探究路径和社会推理框架，以促进学生的思维发展。最后师凡雅老师做了题为《以实践成效论证议题学习优势》的汇报，她系统梳理了团队设计的评价体系，案例中评价主体多元，包含学生、老师和家长；评价方式多样，包含口头表达、书面沟通、量表打分；评价维度全面，涵盖了态度、视角、逻辑、路径、实践和综合性等层面，通过科学的评价体系引导学生学会自我反思，提升学生寻找差距、树立自信、自主成长的能力。评价反馈表明社会性科学议题具有如下特点和优势：在分析现实问题中实现了跨学科学习；在实践研究中发展了学生的核心素养；依托多元评价促进了学生的全面发展。
沙龙第二阶段，北京市西城区教育研修学院地理教研室主任邬雪梅老师首先肯定了社会性科学议题对教师成长和学生成长的正向促进作用，同时她提出如能在常态教学中渗透社会性科学议题的学习框架、任务设计模式、科学评价体系，将能在更大程度，更广范围内促进学生的核心素养发展。德胜中学党支部书记李燕玲老师作为团队负责人从《通学公交》案例的版本更迭，团队成员的思维转变，参与学生的素养发展等方面做了回顾和反思，她指出未来还将继续完善并依托北京师范大学社会性科学议题项目团队的指导创设更丰富的案例。最后林静教授高度肯定了德胜中学《通学公交》案例团队的工作和不断探索改进的成果，并提出希望团队成员在此基础上继续归纳、提炼、反思、改进，形成研究性案例和论文，以加深社会性科学议题的研究成果。
撰稿人：师凡雅
On December 26, 2024, the "Commuting Bus" SSI-L project team from Desheng Middle School in Xicheng District, Beijing hosted a public salon, under the guidance of Lin Jing, head of the Beijing Normal University Socio-Scientific Issues Learning Project. This salon, focusing on "Task Design for Socio-Scientific Issues Learning," was moderated by Xia Ling, a teacher from Desheng Middle School, with comments provided by Lin Jing, Wu Xuemei, director of the Geography Teaching and Research Office at Xicheng District Education Research Institute, and Li Yanling, party secretary of Desheng Middle School. Principals, heads of various divisions, and backbone teachers from various SSI-L partner schools also participated in the event.
At the first session of the public salon, three teachers from Desheng Middle School's "Commuting Bus" project team delivered thematic presentations. Li Qian gave a presentation titled "Leveraging Socio-Scientific Issues Learning with Learning Tasks." She explained, from a theoretical perspective, how to establish learning objectives within the framework of socio-scientific issues learning based on the education concept of beginning with the end in mind. She took the focus of learning tasks, and used a chain of driving questions to guide learning activities and student thinking. She emphasized that task-centered approaches could effectively address the fragmentation of knowledge, skills, and attitudes caused by scattered teaching practices. Chen Ying delivered a presentation titled "Exploring Learning Task Design for the Commuting Bus Case." From a practical perspective, she focused on and answered two questions of how to put forward with driving questions and how to design learning tasks. She pointed out that driving question design should adhere to the principles of openness, diversity, integration, critical thinking, and innovation, and that task design should align closely with students’ lives, have clear objectives, be easy to implement, maintain appropriate difficulty levels, be informed by writing, and keep the process well-documented. Based on this idea, the team designed a scientific inquiry path and a social reasoning framework that included perception, practice, discussion, analysis, and summary, to promote students’ cognitive development. At last, Shi Fanya presented a report titled "Demonstrating the Advantages of Issue-Based Learning through Practical Outcomes." She systematically reviewed the evaluation system designed by the team. In their teaching case, the evaluation system incorporated multiple stakeholders, including students, teachers, and parents; employed diverse methods such as oral presentations, written communication, and rating scales; and covered comprehensive dimensions such as attitudes, perspectives, logic, pathways, practice, and integration. Through this scientific evaluation system, students were guided to engage in self-reflection, thereby improving their ability to identify gaps, build confidence, and achieve independent growth. Feedback from evaluations showed socio-scientific issues have the following unique features and advantages: fostering interdisciplinary learning through real-world problem analysis, developing students’ core literacy through practical research, and promoting holistic student development through diverse evaluations.
At the second session, Wu Xuemei affirmed the positive impact of socio-scientific issues on both teacher and student development. She suggested that integrating the learning framework, task design model, and scientific evaluation system of socio-scientific issues into routine teaching could significantly enhance the development of students' core literacy on a broader scale and wider range. Li Yanling, serving as the school’s project leader, reviewd and reflected on the iterative updates of the "Commuting Bus" case, the shift in team members’ thinking, and the development of participating students’ literacy. She pointed out that the project team will continue to improve the case and create more diverse cases under the guidance of the SSI-L project team at Beijing Normal University in the future. In the end, Professor Lin Jing highly praised the work and ongoing exploration of the "Commuting Bus" project team at Desheng Middle School. She encouraged the team to further summarize, refine, reflect, and improve their work to develop research-based cases and academic papers, thereby deepening the research outcomes of socio-scientific issues.