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。
本期沙龙于2020年5月30日晚上7点开展，至晚上10点半才结束。北京师范大学中国基础教育质量监测协同创新中心科学提升部主任林静主持本期沙龙。SKC模型项目北京市密云区小学科学教研员特级教师李伟臣、东城区小学科学教研员路虹剑、通州区小学科学教研员特级教师曹春浩、顺义区教研员高晓颖的团队，特邀嘉宾首都师范大学白欣，山西师范大学张荣华，北京市小学科学教研员贾欣、范颖，山西省小学科学教研员尚秀芬，山东省威海市生物学教研员特级教师张涛等，与来自全国各地教师共200多人出席了本期云上沙龙。
沙龙伊始，林静首先介绍SKC模型理念取向、结构与实施要点，并分别从纵向与横向对模型的三阶段九步骤进行了详细的解读，帮助大家更好明晰SKC-CAT模型的内涵和意义。
![[SKC-CAT Model] 第一期沙龙纪要：证据驱动的课堂教学变革 ——基于SKC-CAT模型在小学科学的应用探究<br> Minutes of the first cloud salon for SKC model project：Evidence-driven reform in Classrooms——Based on the empirical research on SKC-CAT model in primary science teaching插图](https://www.aisl.ink/wp-content/uploads/2020/06/1.png "[SKC-CAT Model] 第一期沙龙纪要：证据驱动的课堂教学变革 ——基于SKC-CAT模型在小学科学的应用探究<br> Minutes of the first cloud salon for SKC model project：Evidence-driven reform in Classrooms——Based on the empirical research on SKC-CAT model in primary science teaching插图")
接着密云区教研员李伟臣以《开花植物》这一单元为例，对SKC模式在“生命科学领域”的应用进行了详细的解读。东城区教研员路虹剑分别以《探究太阳光包含有不同颜色的光》、《球球历险记》、《睡莲花开》、《幻境》与《暖和的房间》为课例分享物质科学领域SKC模型实践案例，重点讲解了如何调查学生已知，基于学生已知开展教学。顺义区教研员高晓颖以《制作净水器》为课例分享工程与技术领域SKC模型实践案例。通州区教研员曹春浩以《天气的影响》、《认识四季》与《地壳的运动》课例分享地球空间科学领域SKC模型实践案例。
案例分享后，各位嘉宾纷纷发言开展SKC模型以及素养为本课堂教学的进一步探讨。来自全国各地的教师也在ZOOM会议聊天室中提问交流探讨。与会者一致肯定SKC模型的科学性、有效性与可操作性，也都表示可以在学科课堂中应用SKC模型，推动素养课堂的构建，进一步提升课堂教学质量与学生素养。
*文末有沙龙回放视频
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.