高中生物学教学承担着培养学生学科素养、提高学生学业成绩的责任。遗传变异问题历来是生物高考命题的重点之一,考生作答情况在很大程度上能反映出教学中的不足。2013年高考理综能力测试卷I的第31题堪称历年高考生物试题难度之最,难度值0.14,本文聚焦该道遗传题,展示了不同解题思路,并进一步剖析了考生失分的主要原因。结论是生物学科思维是高中生物教学的一项重要目标,教师在教学过程中不仅要进行知识的传授,更要进行生物学科思维培养。此外,该研究探讨的内容对生物类专业师范生教育培养具有重要的借鉴意义。 Biology teaching in high school bear the responsibility of training students ’academic attainments and improving students’ academic performance. Genetic variation has always been the focus of the biological college entrance examination, candidates answer the situation to a large extent, can reflect the lack of teaching. In 2013 college entrance examination science comprehensive ability test volume I title 31 years of college entrance examination biological questions rated the most difficult degree of difficulty value of 0.14, this article focuses on the genetic problem, showing a different problem-solving ideas, and further analysis of the main candidates lost points the reason. The conclusion is that thinking in biology is an important goal of biology teaching in high school. Teachers not only need to impart knowledge in the teaching process, but also cultivate thinking in biology. In addition, the content of this study is of great significance to the education and training of students majoring in biology.