体验式教学使得生物学的学习成为了一个自我主动建构知识和发展能力，以及形成正确情感态度价值观与科学自然观的过程，它已成为中学生物学教学方法中非常有效，且被普遍接受并实施的一种教学模式。但目前的研究多侧重于体验式教学的重要性及有效性，而对于体验式教学在初中生物学课堂的实践案例研究甚少。
本研究借助于我校鼓励和支持在初中生物学教学中开展体验式教学的优势，运用文献法、问卷调查法、行动研究法和课堂观察法等方法，来开展初中生物学课堂体验式教学的实践案例研究，以开发出适合我校学生学情同时又具有我校特色的体验式教学方案。
本研究首先对体验式教学的概念、内涵及其国内外研究进展和理论基础进行了阐述，并梳理总结了体验式教学的设计原则和实施策略。以此为依据对初中生物学中的植物学内容进行体验式教学案例的优化，优化了“藻类、苔藓和蕨类植物”、“植物体的结构层次”、“种子植物”和“观察种子的结构”共四个教学案例，将优化的体验式教学案例进行实践教学，最后对教学实践前后学生的学习成绩、生物学科学习态度和生物学核心素养的变化进行检测。
调查结果显示，优化后的体验式教学可以在一定程度上提升学生在初中生物课堂的综合表现——学生的课堂参与度、内在情绪、学习能力和学习兴趣。在生物学核心素养的作用方面，优化前后的体验式教学无明显的区别。虽然与优化前的体验式教学相比，优化后的体验式教学对学生学习成绩无明显的提升效果，但它对及格困难的学生成绩有显著地提升作用，使得实验班的及格率明显提高，且优化后的体验式教学适用于全班学生，无性别差异。
本研究的不足之处是样本数量少，仅研究了两个班级；研究的周期短，只进行了一个学期的实践研究；且评价方式不够全面，如对不同班级自身的主观或客观因素缺少分析，对于学生上完当堂课后的第一感受与及时效果缺少追问与测评，这些问题都有待于进行深入地进一步研究。

Experiential teaching makes the learning of biology a process of actively constructing knowledge, developing ability, forming correct emotional attitude and scientific outlook on nature. It has been a very effective, widely accepted and implemented teaching mode in biology teaching methods of junior high school. However, most of the current researches focus on the importance and effectiveness of experiential teaching, and there are few practical case studies on experiential teaching in biology classes of junior high school.
This research takes advantage of our school's encouragement and support to carry out experiential teaching in biology teaching of junior high school, and using literature method, questionnaire survey method, classroom observation method and action research method to carry out the practical case study of experiential teaching in biology classes of junior high school. All the above are expected to develop experiential teaching programs that are suitable for our students' academic conditions and have the characteristics of our school.
Firstly, this study expounds the concept, connotation, domestic and foreign research progress and theoretical basis of experiential teaching, and summarizes the design principles and implementation strategies of experiential teaching; On this basis, the Botany content in junior high school biology was optimized by experiential teaching cases, and four teaching cases were optimized, including "Plant Structure Hierarchy", "Algae, Moss and Ferns", "Seed Plants" and "Observing the Structure of Seeds", and then practiced the optimized experiential teaching cases. Finally, the changes of students' academic performance, biological science learning attitude and biological core literacy before and after teaching practice were detected.
The results show that the optimized experiential teaching can improve students ' comprehensive performance in biology teaching of junior high school to a certain extent - students ' internal emotions, classroom participation, learning ability and learning interest ; In terms of the role of biological core literacy, there is no obvious difference between the experiential teaching before and after optimization. And there is no significant difference in the improvement of students ' academic performance , but the optimized experiential teaching has a significantly improved effect on the scores of students with difficulty in passing, which makes the pass rate of the experimental class significantly improved, and it is suitable for the whole class without gender difference.
The deficiency of this study is that the number of samples is small, and only two classes are studied. The research period is short, and only one semester of practical research has been carried out ; And the evaluation method is not comprehensive enough, such as the lack of analysis of subjective or objective factors of different classes, the lack of questioning and evaluation of the first feeling and timely effect of students after class, and these issues need to be further studied.