近年来，核心素养的落地推动了综合实践活动课程的新发展。伴随可持续发展和人类命运共同体理念的提出，STSE（科学Science、技术Technology、社会Society、环境Environment）教育愈发受到人们的重视。但目前STSE教育普遍开展的不够深入，无法体现其综合性；而《中小学综合实践活动课程指导纲要》指导下的综合实践活动课程缺乏可操作的设计流程和可供参考的课程案例。结合当前现状和发展趋势，有必要在高中阶段将STSE教育融入综合实践活动课程，开发以素养为导向的新型STSE综合实践活动课程。

    新型STSE综合实践活动课程主要“新”在两个方面：内涵新和主题新。在内涵上，将STSE教育融入其中，着力提升学生的科学社会责任素养；在主题上，选择人类所关注的地球可持续发展领域内的相关内容作为课程主题。本研究将STSE教育融入综合实践活动课程，以核心知识、STSE理解和科学社会责任素养为目标，选取“海洋”为课程主题开展高中STSE综合实践活动课程的设计与实施研究，旨在解决以下问题：如何在素养导向的育人目标引领下进行STSE综合实践活动课程的设计？如何以“海洋”为主题进行STSE综合实践活动课程的设计并验证该课程的实施效果？

    本研究采用行动研究的方法，开展高中STSE综合实践活动课程的设计与实施研究。首先通过文献综述和调查研究，明确了STSE综合实践活动课程的实践概念、实践价值和发展主张，构建了STSE综合实践活动课程；参考逆向教学设计理论提出了STSE综合实践活动课程的设计流程并对各环节提出要求和指引；根据该流程，参考国内外海洋教育相关内容选择了合适的主题与内容，确定了“目标、基本问题与预期理解、知识与技能”三方面的预期结果，并以此预期结果确定了评估方法，后根据“WHERETO”要素和科学社会责任模型对教学活动进行编码，完成了学习体验与教学设计，最终开发出高中海洋教育STSE综合实践活动课程《我们的海洋》；随后在高中STSE综合实践活动课程中进行多次实施，同时对实施效果进行评估，重点是对科学社会责任素养的培养效果进行评估与分析；结合教师自我反思与师生交流访谈，对课程“学习体验与教学”阶段的设计进行多次迭代与优化。

    研究结果表明，以素养为导向的STSE综合实践活动课程在一定程度上可以成为学科课程的补充，能够帮助学生拓宽视野，在掌握核心知识、增进STSE理解的基础上，提升科学社会责任素养。本研究最终形成了一套完备的STSE综合实践活动课程设计流程以及经过多次迭代优化的高中STSE综合实践活动课程案例——《我们的海洋》，为一线教师设计、开发、实施STSE综合实践活动课程提供参考。

    In recent years, the implementation of core literacy has promoted the new development of Comprehensive Practical Activity Curriculums (CPAC). With the concept of sustainable development and a community with a shared future for mankind, STSE (Science, Technology, Society and Environment) education has received more and more attention. However, the current STSE education is generally not carried out deeply enough to reflect its comprehensiveness; and the CPAC under the guidance of the "Guidelines for Comprehensive Practical Activity Curriculums in Primary and Secondary Schools" lack an operational design process and course cases for reference. Combined with the current situation and development trend, it is necessary to integrate STSE education into the CPAC at the high school stage, also develop a new literacy-oriented STSE Comprehensive Practical Activity Curriculums (STSE-CPAC).

    The new STSE-CPAC is mainly "new" in two aspects: new connotation and new theme. In terms of connotation, STSE education is integrated into it, and efforts are made to improve students' scientific and social responsibility literacy; in terms of theme, relevant content in the field of sustainable development of the earth that human beings are concerned about is selected as the subject of the course. This research integrates STSE education into the CPAC, aiming at students' core knowledge, STSE understanding and scientific social responsibility literacy, and selects "ocean" as the curriculum theme to carry out research on the design and implementation of the STSE-CPAC in high school, aiming to solve the problem of the following question: How to design the STSE-CPAC under the guidance of the literacy-oriented education goal? How to design the STSE-CPAC with the theme of "Ocean" and verify the implementation effect of the course?

    This research adopts the method of action research to carry out research on the design and implementation of the STSE-CPAC in high school. Firstly, through literature review and survey research, the practice concept, practical value and development proposition of STSE-CPAC are clarified, and STSE-CPAC is constructed; referring to the principle of “reverse teaching design” (also called “Understanding by Design”, abbreviated as UbD), the design process of STSE-CPAC is proposed and analyzed. Each link puts forward requirements and guidelines; according to this process, appropriate topics and contents are selected with reference to the relevant contents of marine education at home and abroad, and the expected results in three aspects of "target, basic problems and expected understanding, knowledge and skills" are determined, and based on this The expected results determined the evaluation method, then coded the teaching activities according to the "WHERETO" elements and the scientific social responsibility model (SSR), completed the learning experience and teaching design, and finally developed the high school marine education STSE-CPAC "Our Ocean"; It has been implemented many times in the STSE-CPAC in high school, and the implementation effect has been evaluated at the same time, focusing on the evaluation and analysis of the cultivation effect of scientific social responsibility literacy; Multiple iterations and optimizations were performed on the design of the "teaching" stage.

    The research results show that the literacy-oriented STSE-CPAC can supplement the subject curriculum to a certain extent, which can help students broaden their horizons, and improve their scientific social responsibility literacy based on mastering core knowledge and enhancing STSE understanding. This research finally formed a complete set of STSE-CPAC design process and a high school STSE-CPAC that has been optimized many times - "Our Ocean", designed, developed, and implemented STSE-CPAC for front-line teachers. Courses provide references.