探究式教学作为基础教育课程改革中提倡的重要教学方式之一，相关实验研究表明探究式教学有利于学生科学素养表现的提升，而很多基于大数据的研究结果发现，教师使用探究式教学频率越高，越不利于培养学生的科学素养。对于探究式教学效果的评价，需要区分探究式教学的不同类型，且不仅关注探究式教学学生的学业成就，还需关注学生的学习态度，进行更为全面的分析。

本研究使用中国四省市PISA2015数据，结合9道关于探究式教学的问卷题项，使用IRT方法合成相关变量，采用多元回归、结构方程模型、分位数回归等方法，分析指导式探究教学和自由式探究教学这两类探究式教学对学生科学素养表现以及科学学习态度的影响，并进一步剖析科学学习态度的中介作用。

本研究结果如下：

（1）我国指导式探究教学和自由式探究教学使用频率排名靠后，指导式探究教学的开展在学校地理位置上存在显著差异，自由式探究教学的开展存在年级、性别显著差异，但在学校地理位置、学校类型上的差异不明显。（2）指导式探究教学可以显著正向预测学生的科学素养表现，自由式探究教学却负向预测学生科学素养表现的提升，指导式探究教学和自由式探究教学均有利于提高学生的科学乐趣、学生的广义科学兴趣、学生的工具性动机和学生的科学自我效能。（3）学生的科学乐趣、广义科学兴趣和科学自我效能在探究式教学与科学素养表现之间起到中介作用。指导式探究教学和自由式探究教学均可以通过学生的科学乐趣、广义科学兴趣和科学自我效能显著正向影响学生的科学素养表现。（4）本研究发现探究式教学对科学素养表现的影响在不同的学生群体存在异质性，指导式探究教学对科学素养表现处于低分位的学生影响更大，减少了学生科学素养表现差距；相反，自由式探究教学对科学素养表现为低分位的学生影响更大（系数为负），增加了学生科学素养表现的差距。（5）指导式探究教学增加了学生科学乐趣、学生广义科学兴趣、学生工具性动机的差距，减少了学生科学自我效能差距；自由式探究教学减少了学生科学乐趣、学生广义科学兴趣、学生工具性动机、学生科学自我效能的差距。

虽然不同类型探究式教学对于学生素养表现的影响并不一致，但是均对学生的科学学习态度有着积极影响，且教师指导作用的发挥对于探究式教学积极作用的发挥有着重要意义。所以需要继续鼓励教师实施探究式教学，并进一步加强教师指导和对学习态度的培养。

Inquiry-based teaching is one of the important teaching methods advocated in the basic education curriculum reform. Related experimental studies have shown that inquiry-based teaching is beneficial to the improvement of students' scientific literacy performance. Many research results based on big data have found that teachers use inquiry-based teaching more frequently, the less conducive to cultivating students' scientific literacy. For the evaluation of the effect of inquiry-based teaching, it is necessary to distinguish different types of inquiry-based teaching, and not only pay attention to the academic achievements of students in inquiry-based teaching, but also pay attention to students' learning attitudes and conduct a more comprehensive analysis.

This study uses PISA2015 data from four provinces and cities in China, combined with 9 questionnaire items on inquiry-based teaching, uses the IRT method to synthesize relevant variables, and uses multiple regression, structural equation modeling, quantile regression and other methods to analyze the guided-inquiry teaching and independent-inquiry teaching. The influence of these two types of inquiry-based teaching on the performance of students' scientific literacy and scientific learning attitudes, and further analyze the mediating role of scientific learning attitudes.

The results of this study are as follows. (1) The frequency of two types of inquiry-based teaching in my country ranks lower. The development of the guided-inquiry teaching and independent-inquiry teaching have significant differences in school geographic location. There are significant differences in grade and gender in the development of the independent-inquiry teaching, but in schools the difference in geographical location and school type is not obvious. (2) Guided-inquiry teaching can significantly positively predict students' scientific literacy performance, while independent-inquiry teaching negatively predicts the improvement of students' scientific literacy performance. Guided inquiry teaching and independent-inquiry teaching are both conducive to improving students' scientific enjoyment, students' general scientific interest, students' instrumental motivation and students' scientific self-efficacy. (3) Students' scientific pleasure, broad scientific interest, and scientific self-efficacy play an intermediary role between inquiry-based teaching and students' scientific literacy. Both guided inquiry teaching and independent-inquiry teaching can significantly and positively affect students' scientific literacy performance through students' scientific pleasure, broad scientific interest and scientific self-efficacy. (4) This study found that the impact of inquiry-based teaching on students' scientific literacy is heterogeneous among different student groups, and guided inquiry-based teaching has a greater impact on students whose scientific literacy performance is low, reducing the gap in student' scientific literacy performance. On the contrary, independent-inquiry teaching has a greater impact on students whose scientific literacy performance is low (coefficient is negative), which increases the gap in student’ scientific literacy performance. (5) Guided-inquiry teaching increases the gap between students' scientific pleasure, students' broad scientific interest, and students' instrumental motivation, and reduces the gap between students' scientific self-efficacy; independent-inquiry inquiry teaching reduces students' scientific pleasure, students' broad scientific interest, and students' instrumental motivation and students' scientific self-efficacy.

Although different types of inquiry-based teaching have different effects on students’ literacy performance, they all have a positive impact on students' scientific learning attitudes, and the role of teachers' guidance is of great significance to the active role of inquiry-based teaching. Therefore, it is necessary to continue to encourage teachers to implement inquiry-based teaching, and to further strengthen teacher guidance and the cultivation of learning attitudes.