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The rapid advancement of technology in the same time to bring convenience to the production of human life, but also the survival of the human brings a huge impact, human cloning, genetically modified foods controversy after another, the generation of these controversial issues, on the one hand because technology itself, the other reason is due to the different life background, experience, ethics and values ??of the individual in the face of the same subject with a different attitude and perspective, make a different decision-making, resulting in social disputes controversial issues arising from the use of science and technology in society, called \. The SSI process of teaching, the students according to their existing scientific knowledge, experience, combined with their own moral feelings of ill-structured, controversial and open, intricate, not determine the answer to the social science issues through non-formal reasoning debate, argument, and eventually formed their own attitudes, to express their views and make decisions. SSI issues in the Secondary Science Classroom discussion, debate and argument, not only to promote the learning of the students' scientific knowledge, to improve scientific literacy and in-depth understanding of the nature of science, can effectively promote the improvement of students of non-formal reasoning ability. Foreign countries and China's Hong Kong and Taiwan has been a lot of research on the SSI teaching, research in this area and mainland China is still blank. Based on the above background The researchers selected Jinhua second year high school (1), the students as the research object, expand the teaching junior high school social science issues \class, a total of 160 minutes, by means of \First, before and after the teaching of social science issues, students mudslides issues of cognitive change the situation why? Second, before and after the teaching of social science issues, students with issues related to the scientific concept of cognitive changes in circumstances that? Third, about land development issues, students of non-formal mode of reasoning why? fourth, before and after the teaching of social science issues, changes in the case of students of non-formal reasoning ability that? Fifth, the relationship between students' academic achievements and their non-formal reasoning ability why ? sixth, student attitude towards the teaching of social science issues are? main findings are as follows: First, after the teaching of the debris flow issues, the students of mudslides issues of cognitive growth. Topics teaching students with issues related to the scientific concept of a more comprehensive and profound understanding. The issues before and after learning, in the face of the land development issues, student applications, most community-oriented mode of reasoning, followed by ecological orientation Furthermore, economic orientation, and finally for technological orientation mode. Fourth, mudslides issues teaching, students can better land development issues, non-formal reasoning in the decision-making can be more specific, reasonable, comprehensive consideration and analysis. Fifth, between the scientific achievements of the students and their reasoning ability on land development issues significantly related to language performance and its non-formal reasoning ability, there is no significant correlation. Sixth, students reflect on the issue of teaching good, and expressed their willingness to learn from other social science issues. Based on these studies, we believe, the SS workers practical teaching is carried out in mainland China's science education, it is imperative.
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