基于问题驱动的高中生物学教学设计过程——以教学内容“DNA的复制”为例
The Problem-Based Design Process of High School Biology Teaching—Taking the Teaching Content “DNA Replication” as an Example

本文以“DNA的复制”一节为例，学生基于DNA的结构，在教师的问题驱动下，提出DNA复制的猜想，引导学生通过小组合作进行演绎、求证、推理，培养学生自主探究的能力。并利用扭扭棒建构模型，化抽象为直观，总结DNA的复制方式和过程，提升动手操作和科学探究能力，从而实现发展学生生物学科核心素养的目的。
This article takes the section on “DNA replication” as an example. Based on the structure of DNA, students propose hypotheses about DNA replication under the guidance of teachers’ questions, guiding students to perform deduction, verification, and reasoning through group cooperation, and cultivating students’ ability to explore independently. And using a torsion bar to construct a model, turning abstraction into intuition, summarizing the replication methods and processes of DNA, enhancing hands-on and scientific exploration abilities, thus achieving the goal of developing students’ core literacy in biology.