【摘要】 传统《动物生理学》实验教学长期以验证性实验为主，学生主要依赖实验指导书完成既定操作，缺乏自主发现问题、提出假设与独立设计实验的机会，难以满足应用型兽医人才在科学思维、创新意识与综合实践能力方面的培养需求。为此，本研究将探究式学习理念系统融入《动物生理学》实验课程，构建“提出问题-设计方案-实施实验-分析结果-展示反思”的五阶段探究式实验教学模式，引导学生围绕真实或仿真情境自主构建实验方案并完成完整的科学探究过程。本研究以2022、2023级(二年级)动物医学专业学生为研究对象，其中实验组124人接受探究式实验教学，对照组125人沿用传统验证性教学模式。通过问卷调查、课程成绩比较、学生自主实验案例分析及半结构化访谈等多元方式，对教学改革的实施效果进行了系统、全面的评估。结果显示，实验组学生在实验设计能力、科学思维能力、数据分析能力、动手操作能力、团队合作意识以及学习兴趣等多个维度的表现均显著优于对照组，能够更加主动地参与实验过程、解释实验现象并提出进一步探究的思路。研究表明，以学生自主设计实验为核心的探究式实验教学能够有效推动《动物生理学》课程从传统的“验证结论式”学习向“问题探究式”学习转变，不仅有助于提升学生的综合实践与创新思维能力，而且为动物医学专业基础课程的实验教学改革提供了可借鉴的实践路径与教学参考。更多还原

【Abstract】 Traditional laboratory teaching in Animal Physiology has long been dominated by verification-based experiments, in which students mainly follow laboratory manuals to complete predetermined procedures.Such a practice provides limited opportunities for students to identify problems, propose hypotheses, or design experiments independently, making it difficult to meet the demands of applied veterinary education for developing scientific reasoning, innovative awareness, and comprehensive practical abilities.To address this limitation, the present study systematically integrated inquiry-based learning into the Animal Physiology laboratory course and constructed a five-stage inquiry-oriented instructional model consisting of question formulation,experimental design,experiment implementation,data analysis,and presentation-reflection.This model guides students to design experimental schemes independently under authentic or simulated scenarios and to complete a full scientific inquiry process.Second-year veterinary students from the 2022 and 2023 cohorts were recruited,with 124 students in the experimental group receiving inquiry-based laboratory instruction and 125 students in the control group following the traditional verification-based practice.The effectiveness of the teaching revolution was comprehensively evaluated using multiple methods,including questionnaires,course performance comparison,analysis of student-designed experiments,and semi-structured interviews.The results showed that students in the experimental group performed significantly better than those in the control group in experimental design ability,scientific thinking,data analysis,hands-on skills,teamwork awareness,and learning interest.They also demonstrated greater initiative in participating in experimental processes,interpreting physiological phenomena,and proposing further lines of inquiry.Overall,the findings indicate that inquiry-based laboratory teaching centered on studentdesigned experiments can effectively promote a shift in Animal Physiology from traditional “result-verification” learning to “problem-oriented inquiry”,providing a practical and transferable reference for laboratory teaching revolution in foundational veterinary courses.更多还原