为充分认识社会性科学议题学习的价值、更好地推进社会性科学议题学习（SSI-L）项目研究，2024年11月20日晚，AISL科学素养提升联盟举办了线上公益学术沙龙。本次沙龙聚焦于“社会性科学议题学习价值何在？”，由山东威海SSI-L项目团队主讲，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、北京教育学院石景山分院可持续发展教育项目负责人马强点评，北京师范大学第二附属中学物理学科特级教师彭梦华主持，众多联盟校的校长、分管领导及骨干教师参与了此次会议。
本次沙龙分为两个阶段。第一阶段，威海SSI-L项目团队三位主讲人分别从学生成长、教师发展以及学校建设等多元层面阐述了社会性科学议题学习的价值。原威海市教育教学研究院初中教研室主任张涛结合课程标准与初中生物学中考命题，详细阐述了社会性科学议题学习对于引导学生转变学习方式、提升核心素养及决策能力方面的积极作用。威海市望海园中学教师安同娟结合自身经历，从变革育人理念、转变教学方法、培养跨学科教学素养、提高课程开发实施水平和教研能力五个方面，说明了社会性科学议题学习在助力教师专业成长方面的重要价值。威海市望海园中学副校长于莲花结合学校近几年的特色发展实践，介绍了社会性科学议题学习在提升学校校本课程水准、深化学校办学特色、推动特色课程发展和辐射带动区域特色发展等方面具有重要的价值。
第二阶段是专家点评。马强指出威海市社会性科学议题学习项目做得很充分，三位主讲教师对社会性科学议题学习的价值认识很到位，并通过实践验证了社会性科学议题学习对学生、教师和学校发展的重要意义。林静同样对威海市SSI-L项目团队的研究成果表示了高度认可，并对北京石景山区所取得的成就给予了肯定，她鼓励各联盟校增强对项目研究的信心，并热切期盼更多团队与教师能在此平台上分享他们的心得与成就。
总结环节，彭梦华着重指出，威海市在社会性科学议题学习的探索之路上勇于创新，成功地将其延伸至课内外有机融合以及中考命题的关键领域，从而使社会性科学议题学习项目一举攀升至全新的高度，具有极为突出且极具借鉴意义的示范价值。本次学术活动为各联盟校开展社会性科学议题学习带来了新的思路与方向，让参会老师们进一步认识了社会性科学议题所蕴含的独特育人价值有了更为清晰、透彻的认知与理解，也为下一阶段社会性科学议题学习研究的持续推进注入了源源不断的强劲动力与蓬勃活力。
供稿人：安同娟
To fully understand the value of Socio-Scientific Issues Learning (SSI-L) and better advance the SSI-L project research, the Alliance for Improving Scientific Literacy (AISL) held an online academic salon on the evening of November 20, 2024. The salon focused on "What is the value of Socio-Scientific Issues Learning?" Presentations were delivered by the SSI-L project team from Weihai, Shandong Province, with expert reviews from Professor Lin Jing, head of the Beijing Normal University Socio-Scientific Issues Learning Project and director of the Science Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality at BNU, and Ma Qiang, head of the Sustainable Development Education Project at Beijing Institute of Education Shijingshan Branch. The salon was chaired by Peng Menghua, a special-rank physics teacher of the Second High School Attached to BNU, and attended by many principals, heads of various divisions, and backbone teachers from the alliance schools.
The salon was divided into two sessions. In the first session, three speakers from the Weihai SSI-L project team explained the value of socio-scientific issues learning from multiple perspectives, including student development, teacher growth, and school construction. Zhang Tao, former director of the Middle School Teaching Research Office at Weihai Education Teaching Research Institute, focused on curriculum standards and middle school biology exam topics, and explained in detail how socio-scientific issues learning helps guide students to change their learning methods, enhance core literacy, and improve decision-making abilities. An Tongjuan, a teacher from Weihai Wanghaiyuan Middle School, shared her personal experience and elaborated on the significant value of socio-scientific issues learning in facilitating teachers professional growth from five perspectives—transforming educational philosophies, changing teaching methods, fostering interdisciplinary teaching skills, improving curriculum development and implementation abilities, and enhancing research abilities. Yu Lianhua, vice principal of Weihai Wanghaiyuan Middle School, combined the school's characteristic development practices in recent years and introduced the important value of socio-scientific issues learning in improving the school’s school-based curriculum quality, deepening the school’s distinctive educational features, promoting the development of specialized courses, radiating and driving the development of regional educational characteristics.
The second session involved expert feedback. Ma Qiang pointed out that the Weihai Socio-Scientific Issues Learning project has made significant progress. The three speakers had a clear and accurate understanding of the value of socio-scientific issues learning. Through practice, they had demonstrated the importance of socio-scientific issues learning for the development of students, teachers, and schools. Lin Jing also highly recognized the research outcome of the Weihai SSI-L project team and affirmed the achievements made by the team of Shijingshan District in Beijing. She encouraged all alliance schools to strengthen their confidence in SSI-L project research and eagerly looked forward to more teams and teachers sharing their insights and achievements on this platform.
In the concluding session, Peng Menghua emphasized that the Weihai project team have been brave in innovation on the path of socio-scientific issues learning inquiry. They have successfully expanded socio-scientific issues learning by effectively integrating it into both classroom and extracurricular activities, as well as the key areas of middle school entrance exam topics. This effort has elevated the SSI-L project to a new level, with outstanding and highly instructive demonstration value. This academic activity provided new ideas and directions for the implementation of socio-scientific issues learning in all alliance schools. It helped participating teachers further understand the unique educational value embedded in socio-scientific issues learning, offering a clearer and deeper recognition of its significance, and also injecting strong momentum and vitality into the continued advancement of socio-scientific issues learning research in the next phase.