随着新课程改革的推进，新课标的颁布和高考的改革，对电化学的教学提出了更高的要求，基于学科核心素养的教学势在必行。而化学学科能力水平的提出和应用使得化学学科核心素养变得可衡量、可调节、可培养。

“科学探究”教学模式能够很好地提高学生的化学学习兴趣和化学学科核心素养，但在概念原理课教学中应用较少。

因此，本研究选取高二电化学内容为载体，取同一能力水平的高二两个班学生，A班作为实验班，B班作为对照班，设计了基于迷思概念转变的探究式教学、基于实际问题解决的探究式教学、基于模型认知与应用的探究式教学、以及基于三重表征的探究式教学四种不同取向的电化学探究式教学模式，对照传统教学模式，研究科学探究的教学模式对学生化学学科能力水平的影响，旨在为科学探究的电化学教学提供具体有效的实施方法、评价方法。

笔者根据化学学科能力水平要求，设计了前后测两套问卷，考查学生在经历不同教学模式下的学习前后，化学学科能力水平的提升情况。在实施教学后，进行问卷调查，并选取部分同学进行课后访谈，以获取学生在化学学习兴趣、小组合作、探究能力等方面的发展情况。

研究结果显示，科学探究的教学模式可以有效地提升学生的化学学科能力水平，尤其在简单设计和复杂推理两方面能力有极大提升。在这一教学模式下，我们发现学生学习化学的兴趣增强，小组合作能力有所提高，交流评价水平有所提高，证实了科学探究的电化学教学模式的可行性和优越性。

With the advancement of the new curriculum reform, the promulgation of the new curriculum standards and the reform of the college entrance examination, higher requirements are put forward for the teaching of electrochemistry, and the teaching based on the core literacy of the subject is imperative. The level of chemistry subject ability reflects the specific connotation and specific performance of the core literacy of the chemistry subject, making it measurable, controllable, and cultivable.

The teaching mode of scientific inquiry can well enhance students' interest in chemistry learning and their core literacy of chemistry subjects. However, it is not widely used in the teaching of chemistry concepts and principles.

Therefore, this study selects the electrochemistry content of the second year of high school as the carrier, and takes the two classes of students with the same ability level. Class A is used as the experimental group, and Class B is used as the control group. We designed four different orientations of electrochemical inquiry teaching: inquiry teaching based on the transformation of misconcepts, inquiry teaching based on actual problem solving, inquiry teaching based on model cognition and application, and inquiry teaching based on triple representation. Comparing with the traditional teaching mode, it studies the influence of the teaching mode of scientific inquiry on the ability of students' chemistry subject, aiming to provide specific and effective implementation and evaluation methods for the scientific inquiry teaching of electrochemistry.

The author designed two sets of questionnaires before and after class according to the requirements of chemistry subject ability level to examine the improvement of students' chemistry subject ability level before and after learning under different teaching modes. After the implementation of the teaching, a questionnaire survey was conducted, and some students were selected for after-school interviews to obtain the development of students' interest in chemistry learning, group cooperation, and inquiry ability.

The research results show that the teaching mode of scientific inquiry can effectively improve students' chemistry subject ability level, especially in terms of simple design and complex reasoning. Under this teaching mode, students' interest in chemistry learning has been strengthened. The ability of group cooperation and the level of communication and evaluation has also improved, confirming the feasibility and advantages of the scientific research teaching model of electrochemistry.