青少年时期是领导力早期发展的关键时期，正受到国内外学者越来越多的关注。研究表明，培养青少年领导力不仅有助于提升其领导技能，还能促进青少年身心健康发展，使其成为合格的公民，因此在学校中培养学生领导力是达成多元教育目标的有效途径。而物理实验课以分组实验探究为基本形式，课程中融入了体验式学习、合作学习及项目学习，是跨学科领导力培养的良好平台。本研究旨在通过初二物理实验课探索培养学生领导力的有效模式。依据学生领导力培养的理论模型，设计具体的课堂教学方案，并在实验课中对学生进行干预，以检验该课程方案在实践中的有效性。 研究通过对以往文献的总结和分析，并依据物理实验课的课程特点，建立包含意识、探索和整合三个阶段，以及领导力知识、领导力技能和领导力认知三个培养维度的学生领导力培养模式，模式中各阶段的主要教学手段为理论讲授、学生分组实验和项目学习活动。同时，采用准实验研究的方法，选取襄阳市某中学初二年级学生80人，其中实验组42人，对照组38人，依据各阶段学生领导力发展的特点制定干预方案，在物理实验课中实施干预。干预前后，使用《领导力技能问卷》对学生的领导力技能水平进行测量，检验领导力培养的有效性；对学生两次统考中的实验成绩进行分析，并对观课教师进行半结构化访谈，评估实验教学的有效性。 结果表明：（1）调整实验组与对照组的领导力基线水平后，实验组在后测中的领导力技能水平总分及五个维度的得分均与对照组存在显著差异；（2）干预效果不存在显著的性别差异，领导经历不会影响总体干预效果，但有领导经历的学生在团队合作维度上的干预效果与对照组存在显著差异；（3）学生前测领导力技能得分与两次物理统考实验题成绩存在显著正相关，后测得分与期末成绩存在显著正相关。对学生两次统考成绩进行t检验，发现实验组的两次物理实验题成绩没有显著变化。通过对观课教师的访谈发现，融入领导力培养的物理实验课程能够达成新课程标准中的三维目标。 通过本研究可得如下结论：（1）在初中物理实验课中培养学生领导力，能够显著提升学生领导力技能水平；（2）有领导经历的学生能够在团队合作维度上获得更好的干预效果；（3）具有高水平领导力的学生更可能获得好的学业成绩，而在初中物理实验课中培养学生领导力，不会影响学生的学业成绩，实验教学的有效性良好。 本研究为跨学科领导力培养提供了实证研究依据。研究设计了学生领导力培养模式和干预方案，理论依据充分，可操作性强，具有良好的应用价值。

Adolescence is a critical period for the early development of leadership, which is attracting more and more attention from scholars at home and abroad. Researches show that developing youth leadership not only helps to improve their leadership skills, but also promotes their physical and mental health, making them qualified citizens. Therefore, developing students’ leadership at school is an effective way to achieve the goal of multi-education. The basic form of physics experiment course is grouping experiment, which integrates experiential learning, cooperative learning and project based learning. It is a good platform for the cultivation of interdisciplinary leadership. The purpose of this study is to explore an effective model of developing students' leadership through the physics experiment course of the second grade of middle school. According to the theoretical model of students’ leadership development, a specific classroom teaching program is designed, and students are intervened in the experimental class to test the effectiveness of the curriculum program in practice. Based on the summary and analysis of the previous literature and the curriculum characteristics of physics experiment course, this study establishes a student leadership developing model which includes three stages: awareness, exploration and integration, and three dimensions of leadership knowledge, leadership skills and leadership cognition. The main teaching means of each stage are theoretical teaching, student group experiment and project based learning activities. At the same time, using the method of quasi-experimental research, 80 middle school students in Xiangyang City were selected, including 42 students in the experimental group and 38 students in the control group. According to the characteristics of students' leadership development at different stages, intervention programs were made and implemented in the physical experiment class. Before and after the intervention, the level of students' leadership skills was measured by using the Leadership Skills Inventory to test the effectiveness of leadership training; the experimental results in the two unified examinations of students were analyzed, and semi-structured interviews were conducted with teachers to evaluate the effectiveness of experimental teaching. The results showed that: (1) after adjusting the baseline of leadership between the experimental group and the control group, there were significant differences in the total score of leadership skills and five dimensions between the experimental group and the control group after the intervention; (2) there was no significant gender difference in the intervention effects, and leadership experience did not affect the whole intervention effect, but students with leadership experience intervened better in the dimension of team cooperation. (3) The scores of students' leadership skills in the pre-test are positively correlated with the scores of the two physics tests, and the past is positively correlated with the final scores. The results of the two unified examinations of the students were tested by t-test. It was found that there was no significant change in the scores of the two physics experiment questions in the experimental group. Through interviews with teachers, it is found that the physics experiment course integrated with leadership training can achieve the three-dimensional goals in the new curriculum standards. Through this study, we can draw the following conclusions: (1) developing students' leadership in middle school physics experiment class can significantly improve the level of students' leadership skills; (2) students with leadership experience can get better intervention effect in the dimension of team cooperation; (3) students with high level leadership are more likely to get better academic performance, while developing students’ leadership in middle school physics experiment course will not affect students' academic performance, and the effectiveness of experimental teaching is good. This study provides an empirical basis for interdisciplinary leadership education. Students’ leadership training model and intervention program are designed, which have sufficient theory basis, the strong operation and good application value.