主体性,探究性教学非常注重培养学生的主体意识,倡导展现学习者的主体力量。然而,探究性教学决不主张培养具有占有主体性的个体,而是积极创设合作、交流、对话的学习环境,把学生置于一个社会意义的团体中,让他们在别人的交往与对话中,培养“共性”与“交互”的主体性,这种在学习社会中培养出来的主体性把认知、伦理和审美融为一体,既展现学生的主体力量,强调人的自强不息的创造精神,又具有社会性、交互性和共生性,强调创造的意义和价值,强调对自然、社会、人 Subjectivity and inquiry teaching attach great importance to cultivating students’ subjective consciousness, advocating and demonstrating the main force of learners. However, inquiry teaching never advocates the cultivation of individuals with possession of subjectivity. Instead, it actively creates a learning environment of cooperation, exchange and dialogue and places students in a community of social significance so that, in the process of their exchanges and dialogues, Cultivating the subjectivity of “commonality ” and “interaction ”. This subjectivity developed in the learning society integrates cognition, ethics and aesthetics. It not only shows the students’ subjective strength but also emphasizes the self-improvement of people Create spirit, but also have the social, interactive and symbiotic nature, emphasize the meaning and value of creation, emphasize the natural, social, human