价值品质的提升是学生全面发展的一个基本方面，价值教育因而也构成了一个基本的教育领域，特别在当代社会和个人价值问题频发的时候。高中阶段是学生迈向成人的重要阶段，对高中生的价值教育问题需要特别关注。作为以学生自主学习为主的高中生物实验教学在对高中生的价值教育中具有独特的地位。因此，本研究选择对普通高中生物实验教学中的价值教育问题进行研究。基于调查，本研究发现目前普通高中生物实验课中开展的价值教育存在着一些需要特别关注的问题：并非所有教师都认识到价值教育的重要性并自觉开展价值教育；教师进行价值教育的内容缺乏系统性；很多教师未能在实验课堂中关注价值目标的实现；教师在教学环节、教学管理、教学评价等方面也普遍存在一些不足，从而影响了价值教育的开展；部分教师没有运用合理的方法来开展价值教育；多数教师在教学反思中没有涉及价值教育。通过理论探索和对现实的反思，本研究认为生物实验教学中的价值教育体系应包括价值教育目标、内容、途径与方法、条件等方面，具体为：在价值教育目标上应与知识、技能目标相互协调；在价值教育内容上应包括科学和人文两个方面，且不同的实验类型中包含的价值教育内容应有所不同；在价值教育途径和方法上应从以下几个方面来认识——价值目标有预设和生成两种类型，价值教育的开展有教师两种不同的意识水平，价值教育途径有显性和隐性两种，教学组织的优化需要重点考虑；在价值教育条件建设上应包括硬件方面的实验室环境和软件方面的教师素养。针对目前高中生物实验教学中存在的不足，本研究提出在普通高中生物实验课堂中进行价值教育的建议如下：在教学目标方面应该整体规划预设性价值目标和发挥教师机智设立生成性价值目标；在教学途径和方法方面应该采用“犯错-启发-思考”模式和熏陶策略；在教学组织方面应该从实验类型选择、学生管理、教学环节、师生互动和教学评价五个方面做出全面改进；在教学条件方面应该加强教师价值教育意识、提升个人价值品质，并对实验室环境进行针对性建设。

The promotion of value qualities is a basic aspect of students’ comprehensive development, leading to value education becoming a basic field of education, especially when the contemporary society and personal value problems happen frequently. High school is an important period for students to become adults, so value education for high school students should be concerned specially. The biological experiments classes from which the students can be cultured to achieve value goals through positive and active learning need to be studied in this research. Nevertheless, based on surveys in a high school, some problems of value education in biological experiment classes still exist. Some teachers haven’t realized the importance of value education and therefore during experiment classes they don’t actively teach their students in this value. Some teachers clearly understand the big significance of value education but they don’t know how to convey this concept to their students through usual teaching. The contents are not systematic, the teachers’ rethinking does not include value education and the management, evaluation and design of teaching is not proper for students’ digestive acceptance, thus the result of value education is not optimistic.According to theoretical exploration and the rethinking of the reality, this study holds a view that the system of value education in biological experiment class should consist of four interdependent elements, namely the value education target, the contents, the channels and methods, and the prerequisites. Detailed speaking, the target indicates the mutual promotion of knowledge and skills. The contents indicate the education both in scientific field and humanitarian field which are variously represented in different biological experiments. Furthermore speaking, the channel and the method indicate several types in value education including the pre-design and formation of two kinds of value goals proposed by the teachers, the aware and instinctive occurrence of value education given by teachers, the visible and invisible methods conducted by the teachers, and the optimization of teaching organization. In addition, value education conveyed in high school through biological experiments has two prerequisites, namely the investment of lab with proper resources and the cultivation of teachers with high quality.Through the acquired shortages in high school biological experiment teaching, several proposals about value education are respectively put forward. In details, education target should be clear based on overall considerations and be achievable based on teachers’ intelligence and abilities. Education channel should be divided into two models namely the “mistakes-initiations-thinking” model in visible channel and getting influenced by teachers in invisible channel. Teaching organization should be improved in five mainly aspects: design of investigated experiments, management of students, interlock of teaching, interactions of students and teachers and assessment of teaching effects. Finally, teachers should be strengthened both in awareness of the importance of value education in students’ development and in their personal characteristics, and laboratory environment should be constructed more suitably for value education.