【摘要】 旨在利用核糖核酸酶P(RNase P)的科学史实作为情境素材，设计高中生物学阶梯式命题，以促进学生科学思维进阶。基于RNase P催化活性组分的发现史，构建了体现思维层级递进的阶梯式模型，并据此设计了三组难度递增的试题。研究表明：该科学史是训练模型构建、推理论证及批判性思维的有效载体；阶梯式模型能系统引导学生突破简单线性思维，理解生物分子功能的复杂性；阶梯式命题可有效考查和引导思维发展，但高阶命题设计需在科学严谨性与学生认知水平间寻求平衡，并需强调“孤证不立”以克服常见思维误区。研究为利用科学史素材培养科学思维提供了实践参考。更多还原

【Abstract】 This study aims to use the historical facts of ribonuclease P(RNase P) as contextual material to design tiered questions in senior high school biology, promoting students’ scientific thinking advancement. Based on the discovery history of the catalytic components of RNase P, a tiered model reflecting the progression of cognitive levels is constructed,and three sets of progressively challenging questions are designed. The study shows that this history of science serves as an effective vehicle for training in model construction, logical reasoning, and critical thinking. The tiered model systematically guides students to move beyond simple linear thinking and understand the complexity of biological molecule functions. The tiered questions can effectively assess and guide thinking development,but the design of high-level questions must strike a balance between scientific rigor and students’ cognitive levels,emphasizing the principle that “a single piece of evidence cannot support a conclusion”to overcome common thinking biases. The study provides practical references for cultivating scientific thinking using scientific historical materials.更多还原