初中生在科学课上学习时选择学习方式受到多种因素的影响，清楚了解学习方式的影响因素对于帮助学生采取适当、高效的学习方式意义重大。本研究根据文献梳理出影响因素和相互关系，借助2015年PISA在全球进行的调查数据，通过结构方程模型构建出初中生科学课学习方式选择的影响因素结构图。最终确定教学目标、教学设计、学校的多元评价、家长培养会促进学生选择主动、探究、合作的学习方式，而个人特性则会阻碍这种选择。教学目标和学校的多元评价促进教师设计学习情境、学习活动和探究学习内容。学校的多元评价部分影响了教师确定教学目标。良好的教学设计能够吸引学生，增强其学习积极性，但家长的关心和支持反而会产生阻碍作用。

The choice of learning styles of junior middle school students in science class is influenced by many factors. A clear understanding of the predictors of learning styles is of great significance to help students adopt appropriate and efficient learning methods. According to the literature, the predictors and their relationships are found out. This study uses the data of the 2015 PISA research in the world and structural equation model to confirm the structure diagram for predictors of learning style in senior middle school’s science class. This research shows that teaching objectives, teaching design, multiple evaluation of schools, and parents' training will promote students to choose actively, exploring, cooperative learning style, and personal characteristics will impede this choice. Teaching objectives and multiple evaluations of schools promote teachers to design learning situations, learning activities and inquiry learning contents. The multiple evaluations of schools affect teachers' determination of teaching objectives. Good teaching design can attract students and enhance their learning enthusiasm, but parents' concern and support will have a hindrance.