探索性课堂教学旨在通过探究式的方法,引导学生深入到教学中,主动探究新的知识。传统的高中生物教学中,教师“填鸭式”的讲解理论知识,学生机械的记忆每节课的生物概念与知识点,这样的课堂是无趣的、无效的。长此发展下去,束缚了学生的思维,不利于发挥学生的主动性。然而,在新课程改革的背景下, Exploratory classroom teaching is designed to guide students into teaching through inquiry-based approaches and take the initiative to explore new knowledge. In the traditional high school biology teaching, the teachers ’knowledge of the theory of spoon-feeding, the students’ mechanical memory of each class of biological concepts and points of knowledge, such a class is boring and ineffective. The long development of this, the fettered students ’thinking is not conducive to giving full play to students’ initiative. However, in the context of the new curriculum reform,