党的十八大提出把立德树人作为教育的根本任务。培养学生的核心素养是实现立德树人的关键，同时与我国大力发展科技、积极储备创新人才的战略思想高度统一。科学探究是提升学生生物学核心素养的重要途径，其作为科学教育的核心内容之一已在世界各国达成共识，科学探究既是义务教育生物教学中不可或缺的环节，也是科学教学的重要手段，在教学中开展科学探究活动是十分必要的。2022年，教育部颁布《义务教育生物学课程标准（2022年版）》，将生命观念、科学思维、探究实践、态度责任确定为义务教育阶段的生物学学科核心素养的具体组成，科学探究是探究实践的重要组分之一。在我国，教科书是科学教学的权威，教科书中的内容几乎决定教师开展教学的质量，相关研究发现目前教科书中的科学探究活动质量亟需提升，而新版义务教育课程标准的颁布将引领新一轮的教科书修订工作。因此，指向核心素养的、初中适用的高质量科学探究活动的相关研究十分必要且紧迫，也是落实义务教育阶段新版课程标准的必然要求。
基于当前的背景，本研究依据生物学学科核心素养的要求，确定研究核心任务为设计指向生物学学科核心素养的、适用于义务教育阶段的科学探究活动设计模型及高质量的科学探究活动。本研究能够为一线教师提供科学探究活动设计模型，并提供经过教学实践检验的科学探究设计案例，促进中学科学探究活动的教学实施更好地落实核心素养的要求。
本研究首先梳理了国内外的相关文献并进行文献综述，为构建理论框架提供基础，然后开发科学探究活动设计模型；依据该设计模型完成活动的设计开发，同时自主开发和研制教学可行性评价表、科学探究能力测评工具等测评工具用于活动评价环节。活动设计完成后，先从理论上对活动设计质量进行论证，然后将其应用于一线教学；开展教学实践，在实施过程中收集教师、学生的过程性材料并进行分析，从实践上分析所设计的活动的目标达成情况，评价活动的实施效果。
通过科学探究活动的设计与实施，本研究顺利完成指向生物学学科核心素养的科学探究活动设计模型及活动设计这一核心任务，从核心素养的视角为义务教育阶段科学探究活动的开展提供成功的设计案例和理论经验。经过理论论证和实践分析，本研究开发的科学探究活动达到了预期目标，具有较好的实施效果，有效地促进了学生对科学概念的理解，提高了学生的科学探究技能，加深了学生对科学探究的理解，具备推广的价值。本研究中，用于评价的科学探究能力测试工具、科学探究活动教学可行性评价表、科学探究活动参与自评表等具有较高质量，可用于后续研究，具有一定的推广性。
科学探究作为生物学核心素养之一，应该贯穿于生物学课堂教学的全阶段，如何依据教育部最新颁布的《义务教育生物学课程标准（2022版）》的内容，在教学中落实提升学生核心素养的要求，仍然是一项具有挑战性的任务。指向核心素养的教学是目前我国实现人才培养目标，落实立德树人根本任务的需求和要求，因此，以核心素养的视角设计和开展中学教学在未来一段时间内将兼具理论和实践的意义。

The 18th National Congress of the Communist Party of China (CPC) put forward the fundamental task of education as to strengthen moral education and cultivate people. The cultivation of students' core competencies’ is the key to achieve moral education, which is highly consistent with the strategic thought of vigorously developing science and technology and actively reserving innovative talents in China. Scientific inquiry is an important way to improve students' core competencies in biology. As one of the core contents of science education, scientific inquiry has reached consensus in all countries around the world. Scientific inquiry is not only an indispensable part of biology teaching in middle schools, but also an important means of science teaching, so it is necessary to carry out scientific inquiry activities in teaching. In 2022, the Ministry of Education promulgated the Biology Curriculum Standards for Compulsory Education (2022 Edition), which identified life concept, scientific thinking, inquiry and practice, attitude and responsibility as the specific components of the core competencies of biology subject in compulsory education. Scientific inquiry is one of the important components. In China, textbooks are the authority of science teaching, and the content in textbooks almost determines the quality of teachers' teaching. Relevant studies have found that the quality of scientific inquiry activities in textbooks is in urgent need of improvement, and the promulgations of the new compulsory education curriculum standards will lead a new round of textbook revision.Therefore, it is necessary and urgent to conduct relevant research on high-quality scientific inquiry activities that are oriented to core competencies and applicable to junior high schools, which is also an inevitable requirement for implementing the new curriculum standards for compulsory education.
Based on the current background, the core task of this study is to design a scientific inquiry activity design model and design high-quality scientific inquiry activities that are oriented to the core competencies of biology and suitable for junior middle school.This study can provide front-line teachers with scientific inquiry activity design models and scientific inquiry design cases tested by teaching practice, so as to promote the teaching implementation of scientific inquiry activities in middle schools to better fulfill the requirements of core competencies education.
In this study, relevant literatures domestic and overseas were firstly sorted out and reviewed to provide a basis for constructing a the oretical framework, and then a scientific inquiry activity design model was developed. The design and development of the activity was completed according to the design model. Meanwhile, evaluation instruments such as teaching feasibility evaluation table and scientific inquiry ability evaluation instrument were independently developed for the evaluation of the activity. After the completion of activity design, the quality of activity design was demonstrated theoretically and then applied to teaching practice. Then the teaching implementation were carried out, through which to collect and analyze the process materials of teachers and students in the implementation process. Finally, the achievement of the objectives of the designed activities were analyzed by practice, and the implementation effect of the activities were evaluated.
Through the design and implementation of scientific inquiry activities, this study has successfully completed core tasks of the design of the activity design mode and scientific inquiry oriented to the core competencies of biology, and provided successful design cases and theoretical experience for the development of scientific inquiry activities in middle schools from the perspective of core competencies. Through theoretical demonstration and practical analysis, the scientific inquiry activities have achieved the expected goals, achieved good implementation effects, which meaned that they have effectively promoted students' understanding of life concepts, improved their scientific inquiry skills, deepened their understandings of scientific inquiry, so they have the value of promotion. In this study, the scientific inquiry ability test instruments used for evaluation, such as the scientific inquiry activity teaching feasibility evaluation table, scientific inquiry activity participation self-evaluation table have been proved to have high quality. They have ertain promotion and can be used for follow-up researches.
As one of the biological core competencies, scientific inquiry should be carried out throughout the whole stage of biology classroom teaching. How to improve students' core competencies in teaching according to the new biology curriculum standards issued by the Ministry of Education in 2022 is still a challenging task. At present, education for core competencies is the requirements to realize the goal of talent training and the basic task of moral education in China. Therefore, the design and development of middle school teaching from the perspective of core competencies will have both theoretical and practical significances in the future.