基于PBL模式的高中生物学科学探究精神培养策略与实践

Strategies and Practice of Cultivating Scientific Inquiry Spirit in High School Biology Based on PBL Mode

摘要: 本研究旨在解决当前高中生物教学中存在的学生探究能力弱、探究时间不足等问题。研究以问题导向学习(PBL)模式为理论框架，以高中生物学为实践载体，探索培养学生科学探究精神的有效策略。研究首先构建了科学探究精神的维度与指标体系，并设计了以梯度问题链为核心的PBL教学流程。随后，研究通过一项为期三个月的准实验研究，对一个实验班(采用PBL模式)和一个对照班(采用传统教学模式)进行教学干预。研究采用自编问卷进行前后测，并结合学生访谈进行效果分析。研究结果显示，实验班学生在科学探究精神的各个维度上均取得了比对照班更显著的提升。最后，研究基于实践结果提出了一系列教学优化策略，为高中生物探究式教学改革提供了实践参考。

Abstract: Against the backdrop of current high school biology education, students generally suffer from inadequate scientific inquiry competence and insufficient instructional time for inquiry practice. To resolve these prevalent issues, the present study adopts Problem-Based Learning (PBL) as its theoretical framework and takes senior high school biology courses as the practical context, aiming to explore effective instructional strategies for fostering students’ scientific inquiry literacy. This study firstly establishes a multi-dimensional indicator system for scientific inquiry spirit and develops a PBL instructional procedure centered on hierarchical problem chains. A three-month quasi-experimental design was subsequently adopted for empirical intervention, in which one experimental class received PBL-based instruction while one control class was taught with conventional instructional approaches. A self-compiled questionnaire was employed for pre-test and post-test measurements, and semi-structured student interviews were further conducted to supplement and validate the instructional effects. Empirical results demonstrate that students in the experimental class exhibit statistically significant improvements across all dimensions of scientific inquiry spirit compared with their counterparts in the control class. On the basis of the empirical findings, this study proposes targeted instructional optimization strategies, which can provide practical implications and actionable references for the innovation and reform of inquiry-based biology teaching in senior high schools.