生态文明建设是中国特色社会主义事业的重要内容。生态文明的建设需要我们每个公民树立正确的环境保护意识，需加强教育来提高公民的环境意识水平。在学生环境意识需要提高而学校不重视环境教育的情况下，可采取渗透模式培养学生的环境意识，将环境教育融入到各学科的教学中去。生物学科是学生获得环境知识的主要学科，十分利于培养学生的环境意识。因此，本研究旨在探讨在教学内容相同的生物教学中，以讲授式为主的教学和以探究式为主的教学在培养学生环境意识方面的效果如何。 

本文将《生态系统》定为行动研究的生物教学主题，并参考《义务教育生物学课程标准（2011年版）》和《普通高中生物学课程标准（2017年版）》等文献确定教学核心概念。在课前对学生进行问卷调查，了解学生的实际情况。以《生态系统》的教学核心概念为指导并参考学生的实际情况设计针对该课程的测评环境意识的问卷，同时使用该测评问卷在教学前后进行测评。选择2个班级分别进行以讲授式为主的教学和以探究式为主的教学来培养学生的环境意识。通过比较分析2个班级前后测数据，本研究得出以下结论： 

1、实施以讲授式为主的教学培养学生的环境意识，学生的环境意识有显著性提高。 

2、实施以探究式为主的教学培养学生的环境意识，学生的环境意识有极显著性提高。 

        3、在教学内容相同的情况下，以讲授式为主的教学与以探究式为主的教学均能提高学生的环境意识，且两种教学方式在培养学生环境意识方面没有显著性差异。 

The construction of ecological civilization is an important part of the cause of socialism with Chinese characteristics.The construction of ecological civilization requires every citizen to establish a correct awareness of environmental protection, and we need to strengthen education to improve the level of environmental awareness of citizens.In the case that students' environmental awareness needs to be improved but the schools do not pay attention to environmental education, we can adopt the infiltration mode to cultivate students' environmental awareness and integrate environmental education into the teaching of various disciplines. Biology is the main subject for students to acquire environmental knowledge, which is very helpful to cultivate students' environmental awareness. Therefore, the purpose of this study is to explore the effect of teaching based on lecturing and teaching based on inquiring on cultivating students' environmental awareness in biology teaching with the same teaching content. 

In this paper, "Ecosystem" is set as the biology teaching theme of action research, and the core concepts of teaching are determined by referring to the literature such as "Biology Curriculum Standards for Compulsory Education (2011 Edition) " and "Biology Curriculum Standards for General Senior High School (2017 Edition)".In order to understand the actual situation of students, a questionnaire survey is conducted before class.According to the core concepts of "Ecosystem" teaching and the actual situation of students, this paper designs a questionnaire to evaluate the environmental awareness of the course, and uses the questionnaire to evaluate before and after teaching. Two classes were selected to carry out the teaching based on lecturing and the teaching based on inquiring to cultivate students' environmental awareness.By comparing and analyzing the measured data before and after the two classes,this study draws the following conclusions： 

1. The implementation of teaching based on lecturing to cultivate students' environmental awareness, the environmental awareness of students has been significantly improved. 

2. The implementation of teaching based on inquiring to cultivate students' environmental awareness, the environmental awareness of students has been greatly improved. 

3. In the case of the same teaching content, the teaching method based on lecturing and the teaching method based on inquiring can both improve students' environmental awareness, and there is no significant difference between the two teaching methods in cultivating students' environmental awareness.