探究式教学是一种强调发挥学生的主体地位，包含明确科学问题与假设、开展实验与调查等环节要素的教学方式。诸多研究者鼓励教师开展探究式教学，诸多国家和地区还出台专门政策力倡探究式教学。新一轮课程改革以来，探究式教学已成为我国科学教育改革的重要取向。但是，研究者并未就探究式教学对学生科学素养提升的效果形成一致的结论，实践中也多有质疑。所以明确探究式教学的实际效果及关键影响因素是深化改革的重要前提。 本研究认为，学生科学学业成就与学习态度是其科学素养的重要体现。本研究基于中国四省市PISA2015数据，采用多水平模型分析，考察探究式教学对中国四省市15岁在校学生科学学业成就与学习态度的影响。研究主要分为三个部分：（1）分析我国四省市探究式教学的开展情况，特别是其校际差异；（2）探讨探究式教学对学生科学学业成就与科学学习态度的影响，分析科学学习态度在其中的中介作用；（3）探讨学生层面的性别、能力基础因素和教师指导相关因素对探究式教学效果的调节作用。 本研究的具体结论如下： 在我国四省市探究式教学开展现状方面：（1）从学生的报告来看，我国四省市探究式教学开展的频率水平显著低于OECD平均水平，居69个参测国家和地区的63位。（2）乡镇学校与公立学校更常开展探究式教学。普通中学与职业中学在探究式教学开展上不存在显著性差异。 在探究式教学对学生科学学业成就与学习态度的影响方面，控制了学生的性别、家庭社会经济文化地位与学校的家庭社会文化经济地位、规模与类型后：（1）探究式教学对学生的科学学业成就具有较弱的负向影响。较之于曲线模型，探究式教学与学生科学学业成就的线性模型更具解释力。（2）探究式教学对学生科学地解释现象、评估与设计科学探究、科学地解释数据和证据等方面的能力和对内容性知识、过程性和程序性知识的掌握具有负向影响。（3）探究式教学对学生的科学学习乐趣、广义科学兴趣、科学学习工具动机、科学认知理念具有较弱的正向影响，对学生的科学自我效能感具有中等强度的正向影响。（4）学生科学学习态度的中介效应显著，探究式教学可以通过影响学生的科学学习态度影响学生的科学学业成就。其中，科学学习乐趣与广义科学兴趣的中介效应较大，达成45.9%与41.7%。 在学生因素与教师指导因素对探究式教学效果的影响方面，控制了学生家庭社会经济地位与学校的家庭社会经济文化地位、规模与类型后：（1）探究式教学对男生的科学学业成就存在负向的影响，对女生的科学学业成就的影响并不显著。（2）探究式教学对男女生的科学学习态度均存在正向的影响。总体来看，探究式教学对女生科学学习态度的影响略大于男生，特别是在提升女生的科学学习乐趣和科学自我效能感方面达到了中等强度。（3）探究式教学对能力基础薄弱学生的科学学业成就的影响不显著，对能力基础中等的学生的学业成就存在负向影响，对能力基础突出的学生的学业成就存在正向影响。（4）探究式教学对不同能力基础的学生的科学学习态度均存在正向影响，总体而言对能力基础突出的学生的影响强度更大。（5）教师指导式教学、教师课堂支持、教师课堂反馈、课堂纪律氛围均能正向影响学生的科学学业成就，但是只有课堂纪律氛围可以正向调节探究式教学对学生科学学业成就的影响。（6）教师指导式教学能够正向调整探究式教学对学生科学认知理念的影响，教师课堂支持能够正向调节探究式教学对学生自我效能感与科学认知理念的影响，教师课堂反馈能够正向调节探究式教学对学生广义科学兴趣、科学自我效能感和科学认知理念的影响，课堂纪律氛围可以正向调节探究式教学对学生科学学习工具动机的影响。 基于研究结论，探究式教学对学生科学学业成就的提升与学习态度的改善仍然具有重要的意义，应当进一步加强改革，特别是要基于学生自身因素特点设计与组织探究式教学，优化教师的指导作用。

Inquiry-based teaching (IBT) is a teaching mode that emphasizes students’ subject status, and includes clarifying scientific questions and assumptions, designing and conducting experiments and investigations and so on. Many researchers encourage teachers to conduct IBT, and many countries and regions have also carried out specific policies to promote IBT. Since the new round of curriculum reform, IBT has become a popular teaching mode in China's science education reform. However, the researchers have not reached an agreement on the effect of IBT on the improvement of students' science literacy, and there are also many doubts from the practical field. Therefore, clarifying the actual effect of IBT and its key influencing factors is an important prerequisite for deepening the reform. This study deems that students' science achievement and attitudes towards science learning (attitudes for short) are important manifestations of their scientific literacy. Based on the PISA2015 data of Beijing-Shanghai-Jiangsu-Guangdong (China), this study used a multi-level model to analyze the effect of IBT on the science achievement and attitudes of 15-year-old students in these four provinces. The research is divided into three parts: (1) Analysis of the Implementing of IBT in the four provinces, especially its inter-school differences; (2) Exploring the effect of IBT on students' science achievement and attitudes, especially analyzing the mediating effect of attitudes; (3) Exploring the role of gender, ability base factors and teachers’ guidance factors to the effect of IBT. The specific conclusions of this study are as follows: 1. About the current situation of IBT in the four provinces (1) From the student's report, the frequency of conducting IBT in the four provinces is significantly lower than the OECD average, ranking the 63th out of 69 economies participating in PISA 2015. (2) Schools in rural and town area and public schools often conduct inquiry-based teaching more frequently. There is no significant difference between academic schools and vocational schools. 2. About the effect of IBT on students' science achievement and attitudes Controlling students’ gender, ESCS and schools’ ESCS, size and types, (1) IBT has a weak negative impact on students’ science achievement. Compared with the curve model, the linear model of IBT and students’ science achievement is more explanatory. (2) IBT has a negative impact on students' ability to scientifically explain phenomena, evaluate and design scientific inquiry, scientifically interpret data and evidence, and master the content knowledge, procedural knowledge and epistemic knowledge. (3) IBT has a weak positive impact on students' enjoyment of science, interest in broad science topics, instrumental motivation and epistemological beliefs, and has a medium-intensity positive impact on students’ science self-efficacy. (4) The mediating effects of students' attitudes are significant. IBT can affect students' science achievement by influencing students' attitudes. The mediating effects of students' enjoyment of science and interest in broad science topics are relatively larger, reaching 45.9% and 41.7% respectively. 3. About the influences of student factors and teacher guidance factors on the effectiveness of IBT Controlling students’ ESCS and schools’ ESCS, size and types: (1) IBT has a negative impact on boys' science achievement, while the negative impact on girls’ science achievement is not significant. (2) IBT has a positive impact on the attitudes of boys and girls. Overall, the impact of IBT on girls' attitudes is slightly greater than that of boys, especially in terms of improving girls' enjoyment of science and scientific self-efficacy. (3) The impact of IBT on the science achievement of students with low ability is not significant, and it has a negative impact on the science achievement of students with moderate ability and has a positive impact on the science achievement of students with outstanding ability. (4) IBT has a positive impact on the attitudes of students with different ability base. In general, the impact on students with outstanding ability is greater. (5) Teacher-directed teaching, teachers’ classroom support, teachers’ classroom feedback and classroom disciplinary climate can positively influence students' science achievement, but only classroom disciplinary climate has a positive moderating effect on IBT’s impact on students' science achievement. (6) Teacher-directed teaching can positively moderate the influence of IBT on students' epistemological beliefs. Teachers’ classroom support can positively moderate the influence of IBT on students' self-efficacy and epistemological beliefs. Teachers' classroom feedback can positively moderate the influence of IBT on students' interest in broad science topics, scientific self-efficacy and epistemological beliefs. The classroom disciplinary climate can positively moderate the influence of IBT on students’ instrumental motivation. Based on the conclusions, IBT is still of great significance for the improvement of students' science achievement and the improvement of attitudes. It should be further promoted in the reform. However, teachers need to base the IBT on the characteristics of students and thus improve the quality of guidance.