为提升学生应对复杂社会挑战能力,培育兼具科学素养与价值导向的未来人才,2025年6月4日晚杭州橄榄树学校在线开启了与北京师范大学合作研究的社会性科学议题(Socio-Scientific Issues, SSI)项目。北京师范大学社会性科学议题学习(SSI-L)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以及项目办团队成员、杭州橄榄树学校SSI-L教师社团成员共同出席了本次会议。会议由杭州橄榄树学校SSI-L项目负责教师黄子樾主持。
会议开始,林静清晰阐释了社会性科学议题的内涵——这类议题根植于真实世界,往往交织着科学、伦理、社会政策等多重维度。她强调:科学教育不仅是传递科学知识,核心目标是培养学生的科学素养;而在素养构成的宏大图景中,价值取向无疑是不可或缺的基石。她指出,此类议题没有唯一的标准答案,引导学生透过现象洞察科学与社会的复杂联结,进行深度辨析与负责任的价值抉择,是塑造学生科学核心能力与健全决策判断能力的关键。
杭州橄榄树学校以其鲜明特质,成为承接此育人理念的天然沃土。橄榄树学校长久以来坚持不以应试导向为终点,而致力于培养具有综合素养、能在真实复杂世界中解决问题的人才——这一育人目标与SSI-L项目的精神内核高度共鸣。尤为难得的是,学校建立了一支具备扎实跨学科协作能力的教师团队。这一坚实基础确保了未来项目推进可以超越单一学科壁垒,在科学、人文、社会等宽广领域里融会贯通,全面考量各类社会因素,从而构建起学生应对真实挑战的能力网络。
启动会上,杭州橄榄树学校教师团队一一阐述对议题教学的认识以及前期开展类似课程发现的问题,林静与北师大项目团队给予积极回应并开展交流探讨。林静指出,在研发新的SSI-L课程过程中,教师要进一步转变角色定位,视学生为自己探索SSI-L课程与教学的重要“合作者”,摒弃预设标准答案的教学定势,倡导师生以平等合作探究的互动关系共同投身到SSI-L之中。这一理念与橄榄树学校长期以来所倡导并实践的“和而不同”的育人文化产生了深刻共鸣,为双方合作开启SSI-L项目研究奠定了坚实的价值基础。
最后,与会者一起研讨了项目近期、中期与远期目标,商量了近期任务与秋季新学期教学实施计划。
这场启动会,不仅是SSI-L项目在橄榄树学校的新开启,更是学校“面向未来”育人路径的新一章。我们期待在其创新实践中,真正见证学生超越书本束缚,在认识世界、理解世界的过程中塑造关键品格与担当能力,提升学生应对复杂社会挑战能力,培育兼具科学素养与人文素养的未来拔尖创新人才。
供稿:杭州橄榄树学校
Innovation Education in Action: Hangzhou Olive Tree School Launches Socio-Scientific Issues Project
To enhance students' ability to address complex societal challenges and cultivate future talents with both scientific literacy and value-oriented thinking, Hangzhou Olive Tree School launched an online kickoff meeting on June 4, 2025, marking the start of its collaborative research project on Socio-Scientific Issues (SSI) with Beijing Normal University.
The meeting was attended by: Dr. Lin Jing, Head of the SSI-Based Learning (SSI-L) Project at Beijing Normal University and Director of the Science Education Enhancement Department at the Collaborative Innovation Center for Assessment of Basic Education Quality; Members of the SSI-L project team from Beijing Normal University; Teachers from the SSI-L Faculty Community at Hangzhou Olive Tree School. The session was hosted by Dr. Huang Ziyue, the SSI-L Project Lead Teacher at Hangzhou Olive Tree School.
At the outset of the meeting, Dr. Lin Jing elucidated the essence of socio-scientific issues (SSI). These issues are rooted in the real world and often intertwine multiple dimensions such as science, ethics, and social policy. She emphasized that science education is not merely about transmitting scientific knowledge; its core objective is to cultivate students’ scientific literacy. Within the grand vision of scientific literacy, value orientation is undoubtedly an indispensable cornerstone. She pointed out that socio-scientific issues have no single standard answer. Guiding students to see through phenomena and discern the complex connections between science and society, engage in deep analysis, and make responsible value-based decisions, is key to shaping students’ core scientific competencies and well-rounded decision-making abilities.
Hangzhou Olive Tree School, with its distinct characteristics, has become a natural fertile ground for implanting this educational philosophy. The school has long adhered to the principle of not treating exam-oriented education as the ultimate goal, but rather dedicating itself to cultivating well-rounded talents capable of solving problems in the real world’s complex scenarios—an educational objective that resonates profoundly with the core spirit of the SSI-L Project. Notably, the school has established a teaching faculty with robust interdisciplinary collaboration capabilities. This solid foundation ensures that future project implementation can transcend the barriers of single disciplines, achieving integration across broad fields such as science, humanities, and social studies, while comprehensively considering various societal factors, thereby constructing a network of students’ capacity to address real-world challenges.
At the kickoff meeting, the teaching team from Hangzhou Olive Tree School elaborated on their understanding of issues-based pedagogy and shared the challenges they had encountered in previously implemented similar courses. Dr. Lin Jing and the BNU project team provided constructive feedback and engaged in in-depth discussions. Dr. Lin emphasized that in developing new SSI-L materials, teachers should further transform their roles by viewing students as key “collaborators” in exploring SSI-L courses and teaching methodologies. She advocated moving beyond preset standard answers and fostering an interactive relationship of equal cooperation between teachers and students in SSI-L. This philosophy deeply resonates with Olive Tree School’s long-standing educational culture of “harmony in diversity,” laying a solid value foundation for the collaborative SSI-L project research initiative.
Finally, participants collectively discussed the project’s short-term, medium-term, and long-term goals, and formulated immediate tasks along with implementation plans for the upcoming autumn semester.
This kickoff meeting marks not only the launch of the SSI-L Project at Olive Tree School but also a new chapter in the school’s “future-oriented” educational pathway. Through these innovative practices, we look forward to witnessing students transcend textbook limitations to develop critical character traits and leadership capabilities, while gaining a deeper understanding of the world. This initiative will ultimately enhance students’ ability to address complex societal challenges and cultivate future top innovative talents equipped with both scientific literacy and humanistic accomplishment.