The Design and Practice of Integrating Socio-Scientific Issues into the Holistic Teaching of Primary School Science Units—A Case Study of “Becoming a Healthier Self”

本文探讨了在社会性科学议题(SSI)理念指导下，小学科学单元整体教学的设计与实践路径。以教科版科学五年级《健康生活》单元为例，以学生体质健康为切入点，围绕“做更健康的自己”议题，从科学、经济、政策、健康、伦理多维度构建议题，设计了包含情境卷入、科学探究、辩论分析、决策行动的四步教学流程。将教材学习作为议题解决的工具，让科学探究为推理论证服务，实现科学概念学习与社会责任培养的深度融合，为小学科学实施SSI教学提供了可借鉴的策略。This research explores the design and practical approaches to the holistic teaching of primary school science units under the guidance of the Socio-Scientific Issues (SSI) concept. Taking the Healthy Living unit in the fifth-grade science textbook of the Education Science Press as an example, starting from students’ physical health, centering around the issue of “Becoming a Healthier Self”, issues are constructed from multiple dimensions such as science, economy, policy, health, and ethics. A four-step teaching process including situational involvement, scientific inquiry, debate and analysis, and decision-making and action is designed. Using textbook learning as a tool for issue-solving, making scientific inquiry serve reasoning and argumentation, it realizes the in-depth integration of scientific concept learning and the cultivation of social responsibility, providing reference strategies for the implementation of SSI teaching in primary school science.