我国第八轮基础教育课程改革倡导探究式学习，将培养学生的创新精神和实践能力作为素质教育的重点。探究式学习方式的中心是针对问题的探究活动，能否有效地引导学生发现问题、提出问题是探究式学习的关键，但目前学生的问题意识和提出问题的能力仍然不容乐观。因此，笔者在对实践学校校本课程分析之后，尝试在《培养科学探究能力》校本课程中加入问题意识的培养训练。以期进一步丰富《培养科学探究能力》校本课程的课程资源并促进实践学校校本课程的开发，为学校开展问题意识教育和一线教师相关教学提供借鉴和参考。 本研究通过调研问题意识相关文献，总结了影响学生问题意识的障碍和问题意识培养策略；通过分析实践学校校本课程教材，确定了本研究课程的教学目标；以“种子”为主题，按照“敢问-会问-深问-扩问”的顺序设计提问意识培养活动，运用不同问题情景和引导策略帮助学生提高提问能力；通过训练前后以及训练过程中学生问题的数量、质量、关注点变化及训练结束后对学生的实施效果调查，考察本研究的实施效果。 本研究得出以下主要结论： 经过5课时问题意识培养活动后，学生提出问题的数量在实验前后没有显著变化，但问题质量和学生关注问题的焦点数显著提高。可以认为，将问题意识训练融入原有校本课程中是切实可行的。 在《培养科学探究能力》校本课程一开始设置问题意识的培养训练，不仅可为探究学习提供方向，还能增加学生对探究学习的兴趣和对生物学学习的期待。

Inquiry learning is advocated by the eighth basic education curriculum reform in China, which focuses on developing creative minds and practical competence of students. The core of the scientific inquiry learning is to test whether it can guide students to find and pose questions, which is the key to scientific inquiry. However, the current situation that students’ consciousness and competence of questioning are not optimistic at present yet. Therefore, after analyzing the school-based curriculum of practice school, the author attempts to add some training practice for cultivating problem consciousness of students in school-based curriculum “Cultivate Scientific Inquiry Ability”. At the primary period, I make efforts to enrich the curriculum material of the school-based curriculum “Cultivate Scientific Inquiry Ability” for offering reference and experience, which is helpful for both schools and first-line teachers can hold some activities to develop students’ problem consciousness. The research sums up the factors of influencing the competence of posing problems and some strategies of students’ problem consciousness through literature study. The teaching objective of the curriculum in this research is to design the program of training exercises in the order of “ask bravely- ask properly- ask deeply- ask broadly” with the theme of “seeds” after analyzing the school-based curriculum of practice school. The author uses various problems’ situations and guiding strategies in order to stimulate and improve students’ competence of posing problems. At last, the effect of the implementation in this research is evaluated by comparing the change of the quantity, quality and concerns of the questions raised by students before and after the training. The conclusion of this research could be summarized in two points: After 5 class of problem consciousness training, the number of problems before and after the experiment did not change obviously, but the quality of students’ problems and the number of their concerns on what they focus on has changed more properly in the experiment. In a short, we can see it is indeed feasible to add the train of developing students’ problem consciousness into school-based curriculum. Not only could it provide the right direction for the study of the inquiry learning, but also increase students’ interests of inquiry learning and expectation of learning Biology by designing the train for developing problem consciousness of students at the beginning of the school-based curriculum “Cultivate scientific inquiry abilities”.