SKC模型着眼于证据驱动的素养课堂教学的设计与实施，以三阶段九步骤的工作支持教师开展遵循学生认知规律（Students）、围绕重要概念（Knowledge）、指向学生素养发展（Competencies）的课堂教学。本期沙龙活动基于SKC模型在小学科学课堂的三年实证研究，基于案例开展SKC模型推广介绍，助力教师创设学生“学科学” “做科学” “用科学”的课堂情境，发展学生整合性科学素养。
The SKC model looks at the design and implementation of evidence-driven classroom in literacy-oriented education, and supports teachers with a three-stage, nine-step process to arrange their classrooms by following students’ cognitive patterns (Students), focusing on key concepts (Knowledge), and aiming at students’ competencies development (Competencies). Based on a three-year empirical study of the SKC model in primary school science classrooms, this salon presented an introduction to the SKC model through a series of case studies, helping teachers to create a classroom context for students to “learning science”, “doing science” and “using science”, so as to develop students’ integrated scientific literacy.
Chaired by Lin Jing, Director of the Science Improvement Department of Collaborative Innovation Center of Assessment for Basic Education of Beijing Normal University, the salon started at 7:00 pm and was concluded at 10:30 pm on May 30, 2020. Li Weichen, the SKC Model Project Primary School Special-ranked Science Teaching Researcher of Miyun District, Lu Hongjian, Primary School Science Teaching Researcher of Dongcheng District, Cao Chunhao, Primary School Special-ranked Science Teaching Researcher of Tongzhou District, the team of Teaching Researcher Gao Xiaoying from Shunyi District, special guest Bai Xin from Capital Normal University, Zhang Ronghua from Shanxi Normal University, Jia Xin and Fan Ying, Beijing Primary School Science Teaching Researchers, Shang Xiufen, Primary School Science Teaching Researcher of Shanxi province, and Zhang Tao, Special-ranked Biology Teaching Researcher from Weihai, Shandong, with a total of more than 200 teachers from all over the country attended the salon online.
At the beginning of the salon, Lin Jing firstly introduced the concept orientation, the structure and the implementation matters of the SKC Model, and gave an in-depth explanation of the three stages and nine steps of the model from vertical and horizontal perspective, to help participants better understand the meaning and significance of the SKC-CAT model.
Then Li Weichen, Teaching Researcher from Miyun District, took the unit of “Flowering Plants” as an example to give a detailed interpretation of the application of the SKC model in the “life science field”. Lu Hongjian, Teaching Researcher from Dongcheng District, shared the application of SKC model in the field of material science through a series of cases including “Exploring the Sunlight Containing Lights of Different Colors”, “The Adventure of Qiu Qiu”, “Water Lily”, “Illusion” and “Warm Room”, focusing on how to investigate what students already know and how to carry out teaching based on their knowledge. Gao Xiaoying, Teaching Researcher from Shunyi District, introduced a practical case of the SKC model in the field of engineering and technology by using “Making Water Purifier” as an example. Cao Chunhao,Teaching Researcher from Tongzhou District, shared some practical cases of the SKC model in the field of earth and space science with the examples of “The Effects of Weather”, “Understanding Four Seasons” and “Crustal Movement”.
After the sharing, the guests made further discussion about the SKC model and competency-based classroom teaching. Other teachers also raised questions in the chat room of ZOOM. The participants gave unanimous recognition to the scientificity, effectiveness and operability of the SKC model, and also indicated that the SKC model could be applied in academic classrooms, as a way of promoting the construction of literacy-oriented education and improving the quality of teaching and students competencies.