摘要 新课程标准下的课堂教学改革的基本要求是转变教师角色和凸现学生的主体地位，课堂上我们教师应该成为课堂教学活动的组织者、指导者和合作者,学生是主体。探究性学习越来越受到人们的重视和关注，这种新的教学方式为教师的教学实践提供了更多的选择机会。开展探究性学习，研究其学生的学习兴趣是深化课程改革的需要。课堂教学效果的好坏很大程度上取决于学生是否有学习的主动性。传统的生物学课程的教学，大多是教师先在课堂上 传授知识，然后在实 验室里进行相关的观察或验证实验。从教学模式上改变传统实验教学存在的弊端，以探究性学习进行教学，充分发挥每个实验在教学中的特定作用。 兴趣比智能更能促进学生勤奋学习，并取得优异的成绩。强烈的学习兴趣是高中教学的基础，它能确保持久的学习积极性，确保高质量的教学效果。长期以来，学生的学习主要以单纯接受学习的方式为主，养成了机械记忆学习结论和被动思维的习惯，这不仅遏制了学生的创造 性和探索精神，而且造成了学生厌学、缺乏学习兴趣，视学习为一种负 担的心理。 本论文在查阅国内的许多专家学者文献和调查研究的基础上，对阿克苏地区一中400名学生进行了问卷调查，从学校，家庭，社会和自身方面进行了调查，概括了有关学习兴趣的理论知识，分析了影响学生学习兴趣的主要因素，分析了探究性学习的实践经验和学生学习兴趣。同时与生物课程的课堂教学过程有机结合，让探究性学习更有操作性。 学习兴趣不仅影响着学习的质量,而且关系到学生能力的发展。在教育实践中，研究和探学生的学习兴趣有利于我们了解学生学习兴趣现状 ，把握学生学习兴趣的特点，为进一步发展学习兴趣以及根据学生的兴趣水平实施有效教学提供依据。 兴趣教学实践让我产生了更多的问题与思考，如：学生素质的全面培养需要在各种实践活动中得到实现，而生物课课时少、任务重的现实使得对这些教学活动的展开面临两难；生物课堂的兴趣教学能够将各科的知识融合进来，而如果其它学科也能在教学中融入生物学知识，使学习成为各学科的多边互动，那么学生的全面发展更能水到渠成。

Abstract The basic demand of classroom teaching reforms of new course standard is to change the teacher role and protrude the main position of student. Our teacher ought to be the flexible organizer , mentor and cooperator of classroom teaching, while the students should hold the main position in the classroom. With the inquiry-based studying more and more being regarded highly and being paid close attention by people, the new teaching way has provided the more choice chance for the teacher's teaching practice.Expansion of the inquiry-based studying and research of student’s study interest is the need of deepening course reform. Classroom teaching effect depends on the student’s study go-aheadism. The tradition biology course teaching was mostly that the teacher passed on knowledge on the classroom and then carried out relevant observation or verified an experiment in the laboratory. For changing the abuse of the tradition experiment teaching from teaching pattern, the inquiry-based studying has been used to exert adequately the given function of every experiment on teaching.Interest can more accelerate student to learn sedulitily and get excellent result than intelligence. Intense studying interest is the basis of high school teaching , which can ensure the enduring studying enthusiasm and high mass teaching effect.Student learned mainly with the way of onefold accepting studying for a long time, and was trained the habit of study conclusion via mechanical memory and passive thinking, which not only repressed student's creativity and the exploration spirit,but also made him dislike study,lack study interest and consider study as a burden. On the basis of consulting many documents and investigation, conducted a survey of 400 students of Aksu Prefecture, from school, family, social and aspects of the investigation, this paper has summed up the correlative theory of the inquiry-based studying,gathered up the related theory knowledge of study interest, analyzed the main factors of infection student on study interest, and analyzed the practice experience of inquiry-based studying. At the same time, that classroom teaching process of biology course was organically combined with them made the inquiry-based studying have more dirigibility.The practice result indicated that carrying out the inquiry-based studying in teaching of biology at the right moment can arouse effectively student's biology studying interest, strengthen the consciousness of self-study to enhance the biology study achievement. Therefore, the paper summed up a viewpoint of blazing and maintaining student’s study interest by the greatest extent, which enriched the theory research of study interest and had definite guidance for biology inquiry-based studying. Interest studying not only affect the study mass, but also connected with the development of student ability. In teaching practice, research and discussion student’s study interest will make for us to know student’s study interest actuality and hold student’s study interest characteristic,thereby providing gist for developing study interest and actualizing impactful teaching via student’s interest. Interest in teaching practice and made me more problems with thinking, such as: the quality of the overall culture of the students needs to be achieved in a variety of practical activities, and biology class session, heavy task reality makes the expansion of these teaching activities face a dilemma; biological interest in classroom teaching integration of the knowledge of the subjects come in other disciplines into the biological knowledge in teaching, making learning the various disciplines of the multilateral interaction, the overall development of students is more a matter of course.