2025 年 7 月 9 日，AISL公益论坛（第三期）以 “社会性科学议题（SSI）的育人价值与实施挑战” 为主题在线举行，山东省威海市教育教学研究院特级教师张涛主持，环翠区教育教学研究培训中心王静副书记、世昌中学于志健校长、荣成市府新小学李小燕校长、威海市羊亭学校李磊校长四位嘉宾分享实践经验，纪要如下：
一、威海 SSI 团队的实践做法
1.立足地域特色，开发本土化议题
环翠区以望海园中学为核心，拓展至近 20 所学校，聚焦 “未来教育”，开发 “填海造陆”“家庭饮水选择” 等议题，组建区级实验校联盟，开展课程资源建设与跨学科教学。
世昌中学围绕 “向海图强” 理念，构建 “潮汐能发电”“海洋牧场” 等海洋主题序列，形成螺旋上升的探究路径。
府新小学依托荣成生态资源，开发 “海草房保护”“光伏发电应用” 等议题，通过 “科学调研 + 政策解读 + 伦理辩证” 结构化设计，实现课堂与生活迁移。
羊亭学校结合羊亭河湿地公园，以 “河流开发与保护” 为切入点，分学段设计探究内容，低年级聚焦水质变化，高年级深入污水净化研究。
2.构建支持体系，推动常态化实施
组建跨学科教师团队，通过共读林静教授著作、实地研学（如赴望海园中学交流）、参与北师大项目组培训，更新教育理念。
联动社会资源，如对接园林局、海洋实验室、高校专家，构建 “学校 - 家庭 - 社会” 三螺旋支持系统，将社区场景转化为实践场。
二、SSI 的育人价值
1.学生发展层面：培养科学素养（证据收集、逻辑论证）、高阶思维（批判性思考、创新设计）与社会责任感（如学生建议被威海园林局采纳用于绿化规划）。
2.教师成长层面：推动跨学科教学能力提升，如望海园中学安同娟老师从生物学教师成长为综合型教科研骨干，开发案例获省市级以上奖项 5 项。
3.学校与区域发展层面：成为课程改革抓手，如环翠区将 SSI 纳入 “科学教育提质行动”，获评 “全国中小学科学教育实验区”。
三、实施挑战与应对
1.议题选择与设计：需平衡学科逻辑与生活关联、区域特色与普世价值，府新小学通过 “生活关联度、认知挑战度、社会价值度” 三级筛选机制解决。
2.课时与覆盖范围：环翠区试点 “SSI 探究月”（每年 4-5 月），利用综合实践课集中推进，力争全员参与。
3.师资能力短板：通过校本教研、专家指导（如北师大团队）、区域联盟（鲁辽黑浅区域联盟）协同提升，世昌中学组建 “学科教师 + 社会导师” 专家库提供支撑。
四、主要成效
·威海区域实验校累计获省市级奖励 60 余项，多项案例入选全国、省级优秀案例。
·学生探究成果落地应用，如羊亭学校 “羊亭河保护” 建议被政府采纳，府新小学 “景观树选择” 方案推广至全市绿化规划。
·形成可复制经验，环翠区、世昌中学等作为首批实验校，通过全国会议、校长论坛推广实践模式。
本次论坛展现了威海 SSI 团队扎根实践、聚焦育人的探索，为全国 推广SSI 实施提供了区域本土化经验。
On July 9, 2025, the AISL Public Forum (Third Session) was held online with the theme “Educational Value and Implementation Challenges of Socioscientific Issues (SSI).” Hosted by Zhang Tao, a special-rank teacher from the Weihai Education and Teaching Research Institute in Shandong Province, the forum featured four guests sharing practical experiences: Wang Jing, Deputy Secretary of the Huancui District Education and Teaching Research Training Center; Yu Zhijian, Principal of Shichang Middle School; Li Xiaoyan, Principal of Fuxin Primary School in Rongcheng City; and Li Lei, Principal of Yangting School in Weihai City. The summary is as follows.
1. Practices of the Weihai SSI Team
1.1 Based on Local Characteristics, Developing Local Issues
Huancui District, with Wanghaiyuan Middle School as its center, has expanded to nearly 20 schools, focusing on “education for the future” and addressing issues such as “land reclamation” and “household drinking water choices.” A district-level experimental school alliance was established to conduct curriculum resource development and interdisciplinary teaching.
Shichang Middle School, guided by the concept of “Marine Oriented Enhancement,” developed a series of marine-themed issues such as “tidal energy generation” and “marine ranching,” creating a spiraling inquiry pathway.
Fuxin Primary School, leveraging Rongcheng’s logical resources, developed issues like “seagrass house protection” and “photovoltaic power applications,” achieving classroom-to-life knowledge transfer through a structured design of “scientific investigation + policy interpretation + ethical debate.”
Yangting School, based on the Yangting River Wetland Park, used “river development and protection” as an entry point, designing inquiry content by grade levels: lower grades focused on water quality changes, while higher grades delved into sewage purification research.
1.2 Building Support Systems, Promoting Routine Implementation
Interdisciplinary teacher teams were formed through activities such as co-reading Professor Lin Jing’s publications, field-based learning (e.g., exchanges at Wanghaiyuan Middle School), and participation in the Beijing Normal University SSI-L project’s PD activities for the team members to update educational beliefs and behaviors.
Various social resources were leveraged, including collaboration with the local gardening bureau, marine laboratories, and university experts, to establish a “school-family-society” triple helix support system, transforming community contexts into practical fields.
2. Educational Value of SSI
2.1 Student Development. Cultivating scientific literacy (evidence collection, logical argumentation), higher-order thinking (critical thinking, innovative design), and social responsibility (e.g., student suggestions adopted by the Weihai Gardening Bureau for greening planning).
2.2 Teacher Growth. Promoting interdisciplinary teaching capacity, such as An Tongjuan from Wanghaiyuan Middle School, who grew from a biology teacher into a backbone teacher with comprehensive teaching and research abilities, winning 5 provincial and municipal awards for cases she has developed.
2.3 School and Regional Development. Serving as a vehicle for curriculum reform, Huancui District integrated SSI into the “Science Education Quality Enhancement Action,” earning recognition as a “National Primary and Secondary School Science Education Experimental Zone.”
3. Implementation Challenges and Responses
3.1 Issue Selection and Design. Balancing disciplinary logic with real life relevance, and regional characteristics with universal values. Fuxin Primary School addressed this through a three-tier screening mechanism: “life relevance, cognitive challenge, social value.”
3.2 Class Time and Coverage. Huancui District piloted an “SSI Inquiry Month” (April–May annually), utilizing comprehensive practice classes for concentrated implementation, aiming for full participation.
3.3 Teacher Capacity Shortcomings. Enhancing teacher capacity through school-based research, expert guidance (e.g., Beijing Normal University SSI-L Project team), and regional alliances (Shandong-Liaoning-Heilongjiang Shallow Area Regional Alliance). Shichang Middle School established an expert pool of “disciplinary teachers + social mentors” for support.
4. Major Achievements
l Weihai’s regional experimental schools collectively won over 60 provincial and municipal awards, with multiple cases selected as national and provincial outstanding cases.
l Student inquiry outcomes were applied practically, such as Yangting School’s “Yangting River Protection” suggestions adopted by the government and Fuxin Primary School’s “landscape tree selection” plan promoted in citywide greening planning.
l Replicable experiences were developed, with Huancui District and Shichang Middle School, as pioneer experimental schools, promoting practice models through national conferences and principal forums.
This forum showcased the Weihai SSI team’s practice-rooted, education-focused exploration, providing localized regional experience for the nationwide promotion of SSI implementation.