生物是一门建立在实验基础上的科学学科，在培养学生科学素养方面起着非常重要的作用。实验教学对学生能力的培养是全方面的，不仅能提升学生对本学科的学习兴趣，对其学科学习、科学素养的提高和科学价值观的形成等都有促进作用。通过文献研究，我们知道，目前国内对实验教学的研究主要集中于实验教学的不足及教学方法探索等，涉及实验改进措施和教学理念，比较偏重于个别能力培养的深入研究。但对于北京地区生物实验教学实施情况的调查还未见，并且对实验教学对学生学习生物学知识的促进作用并没有细化的研究。北京有着全国最优秀的教育资源，在教育理念和学校硬件等方面都有显著优势，对北京实验教学实施情况的调查可在一定程度上推测全国实验教学发展的方向。对实验教学推动学生学习生物学知识的调查也能在一定程度上为实验教学改革提供参考。通过对北京四所学校的调查及相应访谈，并将反馈数据在同级学校、是否是重点校、是否开设实验和性别四个方面进行了相互比较，结果表明，生物学实验教学能显著提高学生学习生物学的兴趣，而且能对学生的知识理解及记忆产生促进作用，对学生实验技能等科学素养亦有显著提升作用，但不能显著提升学生的考试成绩及其对社会问题的关注度。学生将贴近生活和可做实验作为对生物学的最主要看法，开设保质保量的实验也成为学生喜欢生物课程的最主要影响因素。根据调查和访谈的研究结果，建议实验教学中有必要增大师生配比或延长实验教学时间，同时应注重对科学情感的培养和跨越传统教学模式。实验教学中应关注解决学生对实验的原理、实验步骤的理解或实验操作过程的有关问题。

Biology is a scientific course based on experiment, which plays a great important role in developing students’ scientific literacy. Experiment does comprehensive to students’ developing, and beyond enhancing the interest, it promotes students’ biology learning, scientific literacy and scientific values.According to literature research, we could find that people focus on the shortage and methods of present experimental teaching, including the improving measures and avant-garde theory. They paid more attention to deep research on specific capacity. The document is still lack of investigation about the status of biologic experimental teaching, and there is no specific research on experiment promoting biology learning. Beijing has the best educational resources in China, and it is superiority in both educational conception and hardware conditions. The trend of national biologic experimental teaching could be predicted to some extent, according to the investigation on the status of biologic experiment in Beijing. The survey about experiment enhancing biology learning also could be a reference to experimental teaching’s improvement.After the investigation on four schools in Beijing, the data is analyzed in different schools, key school or not, having experimental course or not, and different gender. It is finally proved that biologic experiment has a significant positive effect on enhancing students’ interest, promoting both the comprehension and memory of theoretical knowledge, and upgrading scientific literacy such as experimental skills. Nevertheless, doing experiment or not has nothing to do with test scores, nor the attitude towards social problems. Students consider it as the main cognition about biologic course that biology is close to daily life and there should be plenty of experiments on biologic class. Students like biologic class mainly depending on whether the demands of experiment could be guaranteed in quality and quantity.At the last, students hold the idea that increasing the teachers’ ratio or extending the experimental length is the most urgent problem to solve at present. They are most concerned about whether the problems of understanding theoretical conceptions and the ones of operations in experiments could be solved or not.