针对地球科学实验中控制变量难与思维内隐化的教学困境，本研究以土壤渗水性实验为载体，构建了器材创新与思维进阶双驱型教学模式。该模式依托认知负荷理论，通过标准化、模块化的器材设计，实现变量控制的物理固化与学生的操作减负，为思维发展提供具象支架；同时构建进阶式探究路径，推动学生思维从器物操作向逻辑内化跃迁，并反向驱动器材迭代。实践表明，该模式能有效促进学生的控制变量思维从操作技能向本质理解进阶，提升其思维具象化与迁移应用能力，为基础教育实验教学中科学思维培养提供实践模式。

Addressing the challenges of difficulty in variable control and implicit thinking processes in Earth Science experiments, this study constructs a dual-driven teaching model integrating equipment innovation and thinking progression, with the soil permeability experiment as an exemplar. Based on the Cognitive Load Theory, the model utilizes standardized equipment modules to physically solidify variable control, reduce operational load, providing concrete scaff olding for thinking. It establishes a progressive inquiry path to facilitate the transition from instrumental operation to logical internalization, which in turn drives equipment iteration. Practice indicates that this model eff ectively promotes the progression of variable-control thinking from operational skills to essential understanding, enhancing transferability and provides a practical paradigm for science thinking cultivation in basic education.