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.