提高青少年的科学探究能力是高中生物教学的重要目标之一。而培养学生科学探究能力最主要的途径是学校教育，学校教育又以教师的教学影响最为直接。教师的教学方法多种多样，目前国内教师教学过程中主要运用的教学方法是讲授法、演示法和实验法。虽然这些教学方法的运用条件及效果的相关研究较多，但是关于三种教学方法对学生科学探究能力影响的相关研究还较少。本论文首先查阅了教学方法和科学探究能力的相关文献，之后以河南省周口市商水县高一年级部分学生作为研究对象，运用三种教学方法教授高中生物选修三中的《传统发酵技术与应用》这节中的实验内容，然后运用科学探究能力评价量表来评价不同教学方法对学生科学探究能力的影响，最后分析数据发现教学方法的选择对学生科学探究能力存在不同程度的影响，实验教学法对学习者的科学探究能力的发展更具影响，讲授教学法和演示教学法也可通过培养教师的个人能力达到培养学生科学探究能力的目的。这一研究结果对青年教师在选择教学方法时具有一定的参考价值。

Improving the scientific inquiry ability of teenagers is one of the important goals of high school biology teaching. The main way to cultivate students' scientific inquiry ability is through school education, which is most directly influenced by teachers' teaching. There are various teaching methods used by teachers, and currently, the main teaching methods used by domestic teachers in the teaching process are lecture method, demonstration method, and experimental method. Although there have been many studies on the application conditions and effects of these teaching methods, there is still relatively little research on the impact of the three teaching methods on students' scientific inquiry ability. This paper first reviewed relevant literature on teaching methods and scientific inquiry ability. Then, some first-year students in Shangshui County, Zhoukou City, Henan Province were selected as the research subjects. Three teaching methods were used to teach the experimental content in the section of "Traditional Fermentation Technology and Application" in the third elective course of high school biology. Then, the Scientific Inquiry Ability Evaluation Scale was used to evaluate the impact of different teaching methods on students' scientific inquiry ability, Finally, analyzing the data, it was found that the choice of teaching methods has varying degrees of impact on students' scientific inquiry ability. Experimental teaching methods have a greater impact on the development of learners' scientific inquiry ability. Lecture teaching methods and demonstration teaching methods can also achieve the goal of cultivating students' scientific inquiry ability by cultivating teachers' personal abilities. This research result has certain reference value for young teachers when choosing teaching methods.