基于移动终端的通用软件数量众多，其中不乏具有能培养学生探究能力、科学精神，包涵学科丰富知识的各种软件，他们能为学生提供新颖的，真实的问题情境。在此基础上建立的探究式学习活动，学生能将书本知识与生活科技，学科知识与创新应用相联系。本研究拟提出基于移动终端通用软件的探究式学习模式，通过实践考察该模式的效果，以及移动终端设备对该类探究式学习效果的影响。研究者依据探究式学习理论提出了基于移动终端通用软件的探究式学习模式，其流程为：吸引兴趣、体验软件；交流发现、提出问题；个人制定探究计划；探究过程、收集信息；总结结论、撰写报告；汇报交流、相互评价；拓展七个流程，评价环节贯穿始终。该模式的实践在某高中由15名学生组成的探究式学习兴趣小组中开展。研究采用不相等实验组对照组前后测研究设计。根据是否使用平板电脑进行探究式学习活动，学生被试分为实验组与对照组。其中，实验组利用平板电脑进行探究式学习，对照组不使用平板电脑开展相同学习目标学习内容的学习活动。前后测利用相同的一套量表和测试卷，从科学知识、探究技能、科学态度三方面考察学生的学习效果。通过分析两组学生前、后测之间的差异及两组同学后测之间的差异。可以得出以下结论：（1）基于移动终端通用软件的探究式学习模式效果较好,基于该模式的实践活动对学生的科学知识、探究技能的提高有显著积极影响,对学生的科学态度短期影响不显著。（2）在基于移动终端通用软件的探究式学习实践中，设备提供的软件体验能提升学生对科学知识的理解，提高学生的探究技能。

There are many types of the Common Software and they cover a wide range of knowledge, some of which include some interesting software that can develop students’ exploring and creating ability. As a result, the inquiry learning based on Mobile Termination can provide novel, unique and informative inquiring objects. Through this, students can combine the knowledge they have learned from books with living technology, and make connection between content knowledge and creative application. The present study tries to propose a model of inquiring learning based on Mobile Termination. By carrying out experiments, this study investigates the effectiveness of this model and the effect that the mobile termination has to students’ learning outcomes. The researcher promotes a model of inquiring learning based on Mobile Termination. There are eight procedures for this model, which include engaging and experiencing the software, exchanging and proposing questions, group discussion and proposing hypothesis, individual designing exploring plan, exploring and collecting data, writing report, exchanging report and peer assessment, and elaboration. The evaluation runs off the whole procedure. The present study employs experimental research design. Pre-and post-tests were carried out within an experimental group and a control group. The researcher made the teaching design under the guide of this model, and organized the inquiring learning groups of 15 students in one senior high school. Three inquiring learning activities based on the Common Software in the tablet computers were carried out among these students. The experimental group carries out inquiring activities with tablet computers while the control group with not. Scales and questionnaires for the pre- and post- test were the same, investigating students’ learning effect from three aspects: their science knowledge, exploring skills, and science attitudes. Results were drawn from the comparisons of these two group students’ two tests. The present study reveals that: (1) The model of inquiring learning based on Mobile Termination receives satisfactory results. The inquiring learning activities have significant positive effect on students’ scientific knowledge and inquiring skills, but do not have significant effect on students’ scientific attitude. (2) In the procedure of inquiring learning based on Mobile Termination, engaging and experiencing the software which is provided by the equipment can enhance students’ understanding of scientific knowledge and improve students’ exploring skills.