科学教育以提高中小学生科学核心素养为根本宗旨，亦是发展和培养科学核心素养的 重要抓手。《义务教育科学课程标准（2022年版）》中凝练的核心素养包括四个方面，其 中科学思维包括学会对观点进行不断论证。因此，改变单一的课堂教学模式，才能更好地 促进教与学方式的变革，以应对数字时代的知识风暴。SNP（Science Negotiation Pedagogy） 教学模式就是一种整合科学建模和论证的教学模型，能够弥补在小学生发展科学建模水平和促进科学论证能力的教学模式研究的不足，对开展有效的科学课程、提升学生科学核心 素养具有一定的价值。本土研究中项目式教学更注重问题的解决和项目的的生成，而忽略 了课堂中论证过程的重要性，学生缺少探索式的论证环境，因此，本研究开展融入 SNP 教学模式的小学科学课程应用研究。

本研究旨在解决的主要问题：1.如何建构融入SNP的小学科学项目式教学模式。2.融入SNP教学模式的小学科学项目式课程能否促进学生的科学论证力和科学建模能力变化。在展开本研究之前，通过梳理 SNP 教学模式的研究现状，分析学生在小学科学项目式课堂中缺少基于真实情境的论证环境的原因，设计并迭代融入 SNP 的小学课堂项目式教学模式。其次，开展项目式科学探究课程，让学生通过解决基于真实情景的驱动性问题，依据资料提取数据并推理，构建合理模型；再基于自主探究与论证，与观点、论据、反驳论证、 支持性证据间的联系进行探索性论证；形成结论并制作品面向全班讨论其模型并论证，组织与阐述论证过程，各小组之间相互分享并评价。最后完成反思性写作，将整个探究与论证过程进行整体回顾，实现反馈与调控。

本研究采用准实验研究方法，在构建融入SNP的小学科学项目式教学模式的同时结合质性和量化评价分析学生在融入SNP教学模式的小学科学项目式课程学习中学生科学论证能力和科学建模能力的变化。研究结果显示了融入SNP的小学科学项目式教学模式在促进学生的科学论证力和科学建模能力发展具有积极作用，同时也进一步说明了学生科学建模与科学论证能力的可塑性，选择科学教材中适宜开展的章节并最终形成了具有价值的、 可操作性的SNP教学模式项目式教学案例，体现融入 SNP 的小学科学项目式教学模式在科学课堂中的应用价值。

The fundamental purpose of science education is to improve the core literacy of primary and secondary school students, and it is also an important starting point to develop and cultivate the core literacy of science. The condensed core quality in the Science Curriculum Standards for Compulsory Education (2022 Edition) includes four aspects, among which scientific thinking includes learning to continuously demonstrate ideas. Therefore, only by changing the single classroom teaching mode can we better promote the reform of teaching and learning mode to cope with the knowledge storm of the digital age. SNP (Science Negotiation Pedagogy) is a teaching model that integrates scientific modeling and pedagogy, which can make up for the deficiency of teaching model research that develops the level of scientific modeling and promotes the ability of scientific argumentation in elementary school students. It is of certain value to carry out effective science curriculum and improve students' core quality of science. In local research, project-based teaching pays more attention to problem solving and project generation, but ignores the importance of demonstration process in class, and students lack exploratory demonstration environment. Therefore, this study carries out the application research of primary school science curriculum integrated with SNP teaching model.

This study aims to answer the following key questions: (1) To explore how to build a project-based model of teaching for primary school science that incorporates SNP.(2) Whether the primary school science project-based teaching model incorporating SNP can facilitate the development of students' scientific argumentation and scientific modelling skills. Before conducting this study, the project-based teaching model for primary school classrooms incorporating SNP was designed and iterated by sorting out the current state of research on SNP teaching models and analysing the reasons for students' lack of an authentic context-based argumentative environment in primary school science project-based classrooms. Project-based science inquiry activities are conducted to allow students to extract data and reason based on information and construct reasonable models by solving driven problems based on real-life situations. Exploratory arguments are then based on independent inquiry and argumentation, with links between ideas, arguments, counter-arguments and supporting evidence. Formulate conclusions and produce work for class discussion of models and arguments, organise and articulate the argumentation process, and discuss and evaluate each other in groups. Finally, reflective writing is completed to provide an overall review of the entire inquiry and argument process, enabling feedback and moderation.

The purpose of this study is to use a quasi-experimental research method to analyze the development of students' scientific argumentation ability and scientific modeling ability in SNP-integrated elementary school science project style curriculum with qualitative and quantitative assessment. Overall, the results of this study show that the integration of the SNP model of primary science project type instruction plays an active role in promoting the development of science demonstration and science modeling ability of elementary school students. It also further illustrates the plasticity of students' science modeling and science demonstration ability, select appropriate chapters from science textbooks, and ultimately form a valuable and operable SNP project type teaching case, which reflects the application value of incorporating the SNP model of primary science project-style instruction into science classrooms.