SKC-CAT模型着眼于素养为本的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。
2021年5月20日，基于SKC-CAT模型的第三届证据驱动的科学素养课堂教学研讨会在北京市通州区张家湾镇中心小学召开。本次会议由北京师范大学中国基础教育质量监测协同创新中心主办，北京市教育学会小学科学教学研究会、北京市通州区教师研修中心协办，通州区张家湾镇中心小学承办。SKC-CAT课题负责人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，四个区域的课题负责人通州区教师研修中心曹春浩、密云区教师研修学院李伟臣、东城区教师研修中心路虹剑、顺义区教育研究和教师研修中心高晓颖，课题基地校张家湾镇中心小学校长许德胜，以及各区域基地校骨干教师一百多人出席会议。会议特邀专家北京教育学院冯华，北京基础教育研究中心贾欣、范颖，人大附中朝阳学校韩立新等出席会议并做专家点评。
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图](../../images/2024-07/ea1bcbe9ce0840358d34af980501d5a0.png "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图")
图1 与会的四个区域课题负责人
通州区小学科学教学研究会秘书长、科学研修员、特级教师曹春浩老师主持会议。首先，张家湾镇中心小学校长许德胜表达了对本次研讨会的欢迎与支持；其次，许校长介绍了学校科学学科的特色；最后，许校长预祝本次活动取得圆满成功。
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图1](../../images/2024-07/9c16ec6c3ef144f685ab6208ccf3957a.jpg "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图1")
图2 通州区张家湾镇中心小学校长许德胜欢迎与会者
接下来课题负责人林静为与会者对SKC-CAT的课堂实施策略进行详细的解读并指出实施本模型的现阶段核心是基于学生的认知和能力出发，发展学生科学思维与实践能力。林静首先简要回顾了SKC-CAT模型的理念与结构。其次，结合认知与脑科学的已有研究成果，讲解SKC-CAT教学策略，包括①如何根据学情来创设情境，激发学生的认知冲突；②如何以过程性评价助推学生的学习；③如何联系跨学科内容、科学实践、科学情感态度价值观开展教学。最后，指出下一阶段课题团队的SKC-CAT研究重点。
SKC-CAT教学模式在教学中该如具体实施？通州区、密云区、东城区和顺义区四个区域基地校以《水的净化》这一课为主题，进行同课异构的教学研讨。张家湾镇中心小学于静全为与会者展示了《水的净化》一节课，各区域基地校教师代表杨洋、赵茜、王晋龙、田常亮四位老师分别进行《水的净化》的说课展示。发言的教师都从小学科学课程标准、教材研读进行目标分析，并根据自身周围环境特点创设最接近学生生活的学习情境，发掘学生对于过滤、净化的原有认知。在学生原有认知的基础上，不断引发学生认知冲突，促使学生主动探究，在不断抽象概括中建构起新知，从而提升学生解决问题的能力，让学生学科学、做科学、用科学，促进学生素养的形成。
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图2](../../images/2024-07/f18fcc9d49eb4df38ac5ad7ef2494a00.jpg "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图2")
图3 于静全老师现场展示课例
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图3](../../images/2024-07/5ac47ccb8ce947eeaaa65e7d7aa0a102.png "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图3")
图4 区域教师代表围绕《水的净化》进行同课异构
与会专家对教师们能够基于SKC-CAT教学模式的研究深入课堂表达了肯定，同时对同课异构和现场展示课，能够基于SKC-CAT模型的实施，表达了自己的观点和中肯的建议。与会专家也都建议，将SKC-CAT模型推广给更多的教师应用于课堂教学，遵循学生认知规律来开展教学，提升学生素养。
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图4](../../images/2024-07/cdd9787504bc446a8ace4456db4f9d49.png "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图4")
图5 特邀专家进行点评
![[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图5](../../images/2024-07/93255f4123cc48a8bf1b98dafce9e4c8.jpg "[SKC-CAT Model] 第三届证据驱动的科学素养课堂教学研讨会 ——小学科学基于SKC-CAT模型的研究<br>[SKC-CAT Model] The 3rd Evidence-Driven Scientific Literacy Teaching Symposium — the SKC-CAT Model-based studies of primary school science teaching插图5")
图6 为上课与说课教师颁发证书
（通讯员 陈芸 沈文炎）
The SKC-CAT model looks at the design and implementation of 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).
On May 20, 2021, the 3rd Evidence-Driven Scientific Literacy Teaching Symposium Based on the SKC-CAT Model was held at the Zhangjiawan Central Primary School, Tongzhou District, Beijing. This symposium was sponsored by the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, co-organized by the Primary School Science Teaching Research Institute of Beijing Education Society, and the Beijing Tongzhou District Teachers Training Center, and hosted by the Zhangjiawan Central Primary School in Tongzhou District. Those who attended the symposium include Lin Jing, the SKC-CAT project leader and director of the Science Education Development Department of the Collaborative Innovation Center of Assessment for Basic Education Quality at Beijing Normal University, and four regional project leaders — Cao Chunhao of Tongzhou District Teachers Training Center, Li Weichen of Miyun District Teachers Training College, Lu Hongjian of Dongcheng District Teachers Training Center, and Gao Xiaoying of Shunyi District Education Research and Teachers Training Center. Also present were Xu Desheng, principal of Zhangjiawan Central Primary School, and over 100 backbone teachers from various regional base schools. Some experts were specially invited to join the conference and offer comments, including Feng Hua from the Beijing Institute of Education, Jia Xin and Fan Ying from the Beijing Basic Education Research Center, and Han Lixin from the Chaoyang School of the High School Affiliated to Renmin University of China.
Cao Chunhao, secretary-general of the Tongzhou District Primary School Science Teaching Research Association, a science researcher and special-rank teacher, presided over the meeting. Xu Desheng, principal of Zhangjiawan Central Primary School, at first expressed his warm welcome and support for this symposium. He then introduced the characteristics of the school’s science disciplines. In the end Principal Xu wished this event a complete success.
Next, the project leader Lin Jing gave a detailed explanation of the teaching implementation strategy of SKC-CAT model to the participants. She pointed out that at the current stage, the core of model implementation is to develop students’ scientific thinking and practical competencies based on their cognition and abilities. Lin first briefly reviewed concepts and structure of the SKC-CAT model. She then elaborated the SKC-CAT teaching strategy in combination with existing research in cognitive and brain science. The strategy includes: 1) how to create contexts based on learning situations and stimulate students’ cognitive conflicts; 2) how to promote students’ learning by using process evaluation; 3) how to carry out teaching in association with interdisciplinary content, scientific practice, scientific emotions, attitudes and values. Finally, Lin Jing suggested the SKC-CAT research focus of the next phase for the project team.
How should the SKC-CAT teaching model be implemented? Taken the course on “Water Purification” as topic, the four regional base schools in Tongzhou District, Miyun District, Dongcheng District and Shunyi District had a discussion on teaching the same issue with heterogeneous forms. Yu Jingquan of Zhangjiawan Central Primary School delivered a class presentation on “Water Purification” to the participants. Four teacher representatives from the regional base schools, Yang Yang, Zhao Qian, Wang Jinlong and Tian Changliang, presented their teaching plans on the same issue respectively. All speakers analyzed teaching goals from perspectives of primary school science curriculum standards and textbook readings. They created learning contexts that are close to students’ life in accordance with the characteristics of their specific surrounding environment. They also examined students’ previous knowledge of water filtering and purification. On such basis, they kept triggering students’ cognitive conflicts, encouraged their active inquiry, and built new knowledge through continuous abstraction and generalization process. In so doing, it thereby improved students’ problem-solving abilities, allowed them to learn science, do science, and use science, and promoted the development of students’ literacy.
Experts present at the meeting expressed their affirmation that teachers were able to delve deeply into the teaching strategies based on the SKC-CAT model research. At the same time, they expressed their opinions and pertinent suggestions on teaching the same issue with heterogeneous forms, the live class presentation, as well as the implementation of the SKC-CAT model. They also suggested that the SKC-CAT model should be popularized by more teachers for applications in teaching, and teaching should be carried out in accordance with students’ cognitive patterns to improve their literacy.
(Correspondents Chen Yun and Shen Wenyan)