无论是对于个人还是社会发展，科学素养都是具有极其重要意义的。提高公众科学素养成为科学教育改革的聚焦点，科学素养所涵盖的重要内容便是科学探究，如何促进学生对科学探究的正确理解以及科学探究能力的提高受到广泛关注。本研究引入由美国生物学课程研究所（Biological Science Curriculum Study, BSCS）、美国国家卫生研究院（National Institutes of Health, NIH）和美国国家综合医学科学研究院（National Institute of General Medical Sciences, NIGMS）三个机构共同开发的基于科学探究的成熟课程《做科学:科学探究的过程》，在对此课程模块的教学材料进行深入分析的基础上，依托我国综合实践活动课程平台进行教学实践，期冀对我国科学探究课程的开发、学生科学探究理解及能力培养途径的拓宽、综合实践活动课程资源的丰富都有所裨益。 本研究主要采用文献研究法、准实验研究法、问卷调查法和访谈法进行研究。研究主要包括三个部分：①从多角度对《做科学:科学探究的过程》课程模块的教学材料展开分析，揭示其如何围绕科学探究主题构建课程内容以及组织教学材料的。②以北京一所中学为例进行教学实践研究，从学生科学探究核心概念的掌握情况、学生持有的科学本质观的变化两个方面考察课程的有效性。③ 通过发放学生课程调查问卷（SMS）以及访谈的方式获得课程难度以及学生对课程持有的观点和态度等方面的信息，从而考察课程的适用性。研究结果显示：1. 从教学材料分析结果来看，《做科学:科学探究的过程》课程教学材料紧紧围绕科学探究主题，能够帮助教师应用基于探究的教学策略并使学生有机会发展科学探究能力，增进对科学探究的理解。教学材料组织便于教师课堂使用。2. 本课程模块的实施对学生科学探究核心概念的发展产生了显著的影响，即本课程可以有效地促进学生对于科学探究核心概念的理解。3. 学习完本课程模块后学生的科学本质观并无太大改变，显示学生的科学本质观相对较为稳定。4. 从对SMS问卷的调查结果以及学生的访谈结果来看，本课程模块的难度水平是适合于被测年级的学生的；学生对课程持积极接受的态度，课程有效的促进了学生的主动学习、合作学习和基于探究的学习。该课程模块可作为学校选修课的后备资源，供全国中学选择使用。

All of us have a stake, as individuals and as a society, in scientific literacy. Science education reform focuses on the improving of public scientific literacy. Scientific inquiry is the most important content which constitute scientific literacy. So improving student understands and ability about scientific inquiry is an increasing concern. This study brings the curriculum supplement Doing Science: The Process of Scientific Inquiry developed by BSCS, NIH etc. and put it into field teaching in the form of comprehensive practice course on the basis of the analyses of the curriculum material, expecting some enlightenment to our curricular development based on scientific inquiry and the way of cultivating student’s understanding and ability about inquiry. This study used literature study, quasi-experimental research, questionnaire and interview research. Study consists of three parts: ①Took Doing Science: The Process of Scientific Inquiry course module as an example to make analysis of how the teaching materials organized around the theme of scientific inquiry according to Criteria for Analysis of Instructional Materials, (CAIM). ②A field teaching was conducted in a middle school. The effectiveness of the course was evaluated on the basis of students’ grasp of the core concepts of science inquiry and the changes of students’ views of nature of science. ③The applicability of the course was evaluated on the basis of students’ views and attitude towards the curriculum which obtained from Student Materials Survey (SMS) and interview. The study results show:1. From the result of the teaching material analysis we can conclude that the teaching material of Doing Science: The Process of Scientific Inquiry provides sufficient help for teachers to apply inquiry-based teaching strategies and enable students to develop scientific inquiry skills, as well as enrich the understanding of scientific inquiry. The organization of the teaching material is convenient for classroom use.2. This course module have had a significant impact on the development of students’ grasp of the core concepts of science inquiry, that is, the courses can be effective in promoting students’ understanding of the core concepts of scientific inquiry.3. After the study of this course module, the students’ view of the nature of science was not much change, which showed that the students’ view of the nature of science was relatively stable.4. From the results of SMS survey questionnaire and interviews, we can draw the conclusion that the difficulty level of this course module is suitable for students in grades tested; students held a positive attitude toward the course module; the course module promoted the students’ active learning, cooperative learning and inquiry-based learning effectively. The module can be used as school elective course reserved resources for the national secondary schools.