实施素质教育,不仅需要以科学知识、科学方法、科学精神和科学情感为核心内容的科学素养教育,也需要以科学伦理、社会能力、人文精神和生态道德为主要内容的人文素养教育。《生物》新教材以“人与生物圈”为主线,有利于学生对物我关系的认识,能使初中学生明确自己的社会责任,发展学生对人类、自然和未来普遍的关怀和慈爱之心。以下是我们使用新教材中学生通过一系列的探究活动达到科学素养教育与人文素养教育相统一的一些粗浅认识。1 通过一系列学生探究活动,既提高了学生科学素养 The implementation of quality education requires not only scientific literacy education with scientific knowledge, scientific methods, scientific spirit, and scientific emotion as the core contents, but also humanistic literacy education with scientific ethics, social competence, humanistic spirit, and ecological ethics as the main contents. The new textbook “Biology” uses the “human and biosphere” as the main line, which is conducive to the students’ understanding of the relationship between things and myself. It can enable junior high school students to clarify their social responsibilities and develop their universal care and love for humanity, nature and the future. The following are some of the superficial understandings that we use the new textbooks to achieve the unity of scientific literacy education and humanistic literacy education through a series of inquiry activities. 1 Through a series of student inquiry activities, students’ scientific literacy is enhanced