科学技术的发展伴随着越来越多同时具备社会属性和科学属性且具有争议的问题出现，这类问题又称之为社会性科学议题（SSI）。批判性思维作为一种思维能力在问题决策中发挥着极为重要的作用。社会性科学议题的特点与批判性思维的特征有一定契合性。本研究基于社会性科学议题的特点，旨在探索能否通过社会性科学议题实现对学生批判性思维的培养。

   研究初期通过问卷调查法分别对初中学生批判性思维倾向和技能进行测试。结果显示：①初中阶段学生批判性思维倾向和技能整体偏弱，相邻年级之间批判性思维倾向和技能无明显差异，七年级和九年级之间差异较为显著，九年级批判性思维倾向和技能明显高于七年级。②批判性思维倾向每个年级男女生存在显著性差异，各年级女生高于男生。③批判性思维技能八九年级男女生没有显著差异，而七年级男生明显高于女生。

选取两个实验班级，一个班实施SSI教学，另一班实施常规教学。选取“生态系统的稳定与保护”和“传染病与免疫”进行社会性科学议题教学设计并实施。教学实践研究结果表明：①进行教学实验后对比两个班级，批判性思维倾向差异不显著，而批判性思维技能和生物成绩实施SIS教学班级明显高于常规教学班级。②对比实验前后SSI教学班级学生的批判性思维倾向和技能均有显著性提高，而常规教学实验班级学生批判性思维倾向和技能均无明显变化。由此可以推论出：相比于常规教学，SSI教学可以更有效培养学生的批判性思维倾向和技能以及促进学科知识的掌握。在此过程中也存在不足需要进一步探索和改进。

基于SSI教学对学生进行批判性思维培养策略应该从议题选择、教学设计、教学实施三个方面着手。议题选择时应考虑①是否包含学科知识②议题具备争议且无固定答案的属性③学生熟悉度④实时性；教学设计方面应考虑①议题为主线②课程环节合理性③时间分配合理性④知识整合性；教学实施方面应考虑①课程连贯性②环节灵活性③教师议题背景熟悉度④课堂评价与学生评价。

The improvement of science and technology is accompanied by more and more controversial issues with both social and scientific attributes, which are also called Socio-scientific Issues (SSI). Critical thinking, as a kind of thinking ability, plays a very important role in problem-solving and decision-making. The characteristics of Social Science Issues are consistent with critical thinking. Based on the characteristics of Social Science Issues, this paper aims to investigate whether it is possible to cultivate students' critical thinking through Social Science Issues.

In the beginning, the study tests critical thinking tendency and skills of junior middle school students  through questionnaire. The results are as follows: firstly, the critical thinking tendency and skills of junior school students are weak, totally speaking, and there are no obvious differences between adjacent grades, but there is an obvious difference between the seventh graders and the ninth graders. The critical thinking tendency and skills of the ninth graders are obviously higher than those of the seventh graders; secondly, there are obvious differences in critical thinking tendency between boys and girls in each grade, and the critical thinking tendency of girls in each grade is higher than that of boys; thirdly, there is no obvious difference in critical thinking ability between boys and girls in grade 8 and 9, but the critical thinking ability of boys in grade 7 is obviously higher than those of girls.

Two experimental classes are selected, one class to carry out SSI teaching, and the other class to carry out routine teaching. Two chapters are selected, including the chapter of "Stability and Protection of Ecosystem" and that of "Infectious Diseases and Immunity" so as to design and implement the teaching method of Social Science Issues. The results of practical teaching show that:firstly, after the teaching experiment, there is no obvious difference in the tendency of critical thinking between the two classes, but the critical thinking ability and biological performances of the SSI teaching class are significantly higher than those of the traditional teaching class; secondly, the critical thinking tendency and skills of the students in the SSI teaching class are obviously promoted after the experiment, while there is no obvious change in the students' critical thinking tendency and ability in the traditional teaching  class. Compared with traditional teaching method, SSI teaching can cultivate students' critical thinking tendency and skills more effectively and help students to master subject knowledge to a large degree. During the procedure, there may be some shortcomings which require further exploration and improvement.

The training strategy of critical thinking based on SSI teaching should start from three aspects: topic selection, teaching designing and teaching implementation. When choosing topics, we should consider 1 whether it contains subject knowledge, 2 the attributes of controversial topics without fixed answers, 3 students' familiarity 4 real-time; in teaching designing, we should consider 1 topic as the main line, 2 curriculum link rationality, 3 time allocation rationality, 4 knowledge integration; in teaching implementation, we should consider 1 curriculum coherence, 2 links flexibility, 3 teachers' topical background familiarity, 4 classroom evaluation and student evaluation.