生物学是一门实验科学,实验探究课更是提高学生创新能力的一条重要途径。因此,在新课改理念的指引下,我们必须要加大探究实验的力度,不断提升学生的基本素养,实现真正意义上的素质教育。但是在实际的探究性实验教学实施过程中却遇到了较大困难:学生探究费时较多,探究的目标不明确,探究的实验过程难以控制等。这些问题不但让实验教学走向低效,也让教师在开展课堂教学时无法把握教学的效果,从而让许多实验探究课变成了实验验证课,甚至学生只需要按照教师的要求把 Biology is an experimental science, and experimental inquiry classes are an important way to improve students’ innovative ability. Therefore, under the guidance of the concept of the new curriculum reform, we must increase the intensity of inquiry experiments, continuously improve the students’ basic qualities, and achieve a quality education in the true sense. However, in the actual implementation of exploratory experimental teaching, it encountered great difficulties: students spend more time in exploration, the goal of exploration is not clear, and the experimental process of exploration is difficult to control. These problems not only make experiment teaching inefficient, but also make it impossible for teachers to grasp the effect of teaching when they conduct classroom teaching. As a result, many experimental inquiry classes have become experimental verification courses. Even students only need to follow the requirements of teachers.