科学素养导向下，国际科学教育开始更加注重社会与科学间的联系，培养学生社会和可持续发展的责任感，社会性科学议题教学逐渐成为促进学生社会科学价值取向和科学知识发展的重要模式，但学生参与社会性科学议题教学容易受到资源和环境的制约，从而难以对议题多角度争议的复杂性进行分析和推理学习。增强现实（AR）技术具备虚实结合、情境交互的沉浸特性，能够有效弥补社会性科学议题教学在议题呈现方面的欠缺，促进学生全面的学习参与。基于此，本研究基于AR情境展开学习参与对社会性科学议题教学效果的影响研究，探究AR情境下学习参与的影响机制。

本研究选取初中科学知识中二氧化碳与酸碱度作为教学内容，基于《义务教育科学课程标准（2022年版）》中“物质的结构与性质”的核心概念和“海水酸化”的社会性科学议题进行教学设计，并基于Unity平台开发AR教育情境案例，邀请专家和一线教师对教学设计和案例设计进行测试并提供修改意见，开展预实验根据学生的使用反馈情况对教学设计与AR案例进行调整。在正式实验中，本研究采用AR情境和非AR情境展开社会性科学议题教学实验，实验结果显示两组学生在科学知识和社会科学价值取向上都有提升，但使用AR情境的学生在学习参与水平上有更好的表现。通过回归路径分析和中介效应分析发现，学习参与对学生的社会性科学议题教学有较显著的影响作用，并且学习参与在教学情境和教学效果中发挥了较显著的中介作用。

本研究结果表明社会性科学议题教学可以促进学生科学知识和社会科学价值取向发展，促进学习参与可以是改善教学效果的重要手段，尤其学习参与在教学情境和教学效果中能够发挥显著的中介作用，即AR情境可以通过调动学生学习参与发挥教学的影响作用，所以教师在教学中应重视教学情境的搭建。基于本研究的成果，未来可以利用AR情境进行更多学习参与方面的研究，探究AR情境作用于教学的影响机制，同时对社会性科学议题教学开展更多的实践研究，促进科学教育发展和质量提升。

Under the guidance of science literacy, international science education began to pay more attention to the connection between society and science, cultivate students' sense of responsibility for social and sustainable development, and the teaching of social science topics has become an important model to promote students' social science value orientation and scientific knowledge development, but students' participation in the teaching of social science topics is easily constrained by resources and environment, which makes it difficult to analyze and reason about the complexity of multi-angle disputes on topics. Reality (AR) technology has the immersive characteristics of virtual and real integration and situational interaction, which can effectively make up for the lack of topic presentation in the teaching of social science topics and promote students' comprehensive learning participation. Based on this, this study studies the influence of learning participation on the teaching effect of social science issues based on AR context, and explores the influence mechanism of learning participation in AR context.

This study selects carbon dioxide and pH in junior high school science knowledge as teaching content, conducts teaching design based on the core concepts of "structure and properties of matter" and the social science topic of "seawater acidification" in the Science Curriculum Standards for Compulsory Education (2022 Edition), and develops AR education scenario cases based on the Unity platform, invites experts and front-line teachers to test the teaching design and case design and provide suggestions for revision. Conduct pre-experiments to adjust instructional design and AR cases based on student feedback. In the formal experiment, the results of this study using AR and non-AR situations to teach social science topics showed that both groups of students improved their scientific knowledge and social science value orientation, but the students who used AR situations had better performance in learning participation. Through the regression path analysis and mediation effect analysis, it is found that learning participation has a significant impact on students' teaching of social science issues, and learning participation plays a significant mediating role in teaching context and teaching effect.

The results of this study show that the teaching of social science topics can promote the development of students' scientific knowledge and social science value orientation, and promoting learning participation can be an important means to improve teaching effectiveness, especially learning participation can play a significant mediating role in teaching context and teaching effect, that is, AR situations can play a teaching influence role by mobilizing students' learning participation, so teachers should pay attention to the construction of teaching situations in teaching. Based on the results of this research, AR scenarios can be used to conduct more research on learning participation in the future, explore the influence mechanism of AR scenarios on teaching, and carry out more practical research on the teaching of social science topics to promote the development and quality of science education.