以“DNA的复制”教学为例,通过创设情境、设计问题串(含发现问题)、小组合作和及时评价等步骤探索“情境·问题·合作·评价”教学模式的内涵。教学实践表明该模式实现了教师引导与学生体验的有效结合,利于提高教学的有效性。 Taking the teaching of “DNA replication” as an example, this paper explores the connotation of the teaching model of “situation, problem, cooperation and evaluation” through such steps as creating situations, designing problem strings (including discovery problems), team cooperation and timely evaluation. Teaching practice shows that this model realizes the effective combination of teacher’s guidance and student’s experience and helps to improve the effectiveness of teaching.