基因工程实验模块化教学改革初探
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摘要
该文针对基因工程和分子生物学实验课程的基本特点和实验教学中存在的突出问题,通过优化整合二者的实验内容,根据教学大纲要求,按生物大分子的基本特征,将基因工程和分子生物学的实验内容进行有机融合,以大模块的形式进行有系统地改革,并对其进行模块化分类管理,从改进教学方法、改革实验教学运行模式、强化设计性实验和完善成绩考核评价体系等方面,对基因工程和分子生物学实验教学进行模块化改革。实践证明,改革有效地提高了学生的独立操作能力、综合应用能力和实践创新能力。
This paper aims at the basic characteristics of genetic engineering and molecular biology experimental courses and the outstanding problems in experimental teaching.By optimizing the integration of the experimental contents of them,according to the requirements of the syllabus and the basic characteristics of biological macromolecules,the experimental contents of genetic engineering and molecular biology are organically integrated.Systematic reforms are carried out in the form of large modules,and modular classification management is carried out.Modular reforms are carried out in the experimental teaching of genetic engineering and molecular biology from the aspects of improving teaching methods,reforming the operation mode of experimental teaching,strengthening design experiments and improving the performance evaluation system.Practice has proved that the reform has effectively improved students' independent operation ability,comprehensive application ability and practical innovation ability.
This paper aims at the basic characteristics of genetic engineering and molecular biology experimental courses and the outstanding problems in experimental teaching.By optimizing the integration of the experimental contents of them,according to the requirements of the syllabus and the basic characteristics of biological macromolecules,the experimental contents of genetic engineering and molecular biology are organically integrated.Systematic reforms are carried out in the form of large modules,and modular classification management is carried out.Modular reforms are carried out in the experimental teaching of genetic engineering and molecular biology from the aspects of improving teaching methods,reforming the operation mode of experimental teaching,strengthening design experiments and improving the performance evaluation system.Practice has proved that the reform has effectively improved students' independent operation ability,comprehensive application ability and practical innovation ability.
引文
[1]金勇丰,李霁,邵爱萍.本科生基因工程实验技能培养的改革与实践[J].实验技术与管理 2008,25(1):16-18.
[2]吴燕华,郭滨,娄慧玲,等.从基因克隆到表达分析:改革基因工程实验课程的实践与体会[J]遗传,2012,34(2):248-252.
[3]刘新琼,王春台,张向明.分子生物学与基因工程实验模块化教学新模式[J].实验科学与技术,2011,9(5):144-146.
[4]孟春晓,高政权.高校基因工程教学改革现状[J].黑龙江畜牧兽医,2011(5):162-164.
[5]KITTO S L,GRIFFITHS L G,PESEK J D.A long-term study of knowledge,risk,and ethics for students enrolled in an introductory biotechnology course[J].Journal of Animal Science,2003,81(5):1348-1353.
[6]何华纲,朱姗颖,姜松,等.分子生物学与基因工程实验教材建设初探[J].生物学杂志,2013,30(1):95-96.
[7]任如意,魏继承.基因工程实验教学改革初探[J].高等理科教育,2008(6):112-114.
[8]郭伟强,蒋伟娜,钱玮,等.基因工程实验教学改革初探[J].科技经济导刊,2016(9):180.
[9]贾桂康,苏仕林.基因工程实验教学改革探析[J].现代农业科技,2009(21):300-301.
[10]JIANG Zhiyan.Research on the reform and innovation of microorganism experimental teaching[J].Anhui Agricultural Science Bulletin,2009(23):97.
[11]DUSCHL R.Science education in three-part harmony:Balancing conceptual,epistemic,and social learning goals[J].Review of Research in Education,2008,32(1):268-291.
[12]SU W,XUE Y.Research on enhancing practical education for training applied talent person[J].Experimental Technology and Management,2006(11):38.
[2]吴燕华,郭滨,娄慧玲,等.从基因克隆到表达分析:改革基因工程实验课程的实践与体会[J]遗传,2012,34(2):248-252.
[3]刘新琼,王春台,张向明.分子生物学与基因工程实验模块化教学新模式[J].实验科学与技术,2011,9(5):144-146.
[4]孟春晓,高政权.高校基因工程教学改革现状[J].黑龙江畜牧兽医,2011(5):162-164.
[5]KITTO S L,GRIFFITHS L G,PESEK J D.A long-term study of knowledge,risk,and ethics for students enrolled in an introductory biotechnology course[J].Journal of Animal Science,2003,81(5):1348-1353.
[6]何华纲,朱姗颖,姜松,等.分子生物学与基因工程实验教材建设初探[J].生物学杂志,2013,30(1):95-96.
[7]任如意,魏继承.基因工程实验教学改革初探[J].高等理科教育,2008(6):112-114.
[8]郭伟强,蒋伟娜,钱玮,等.基因工程实验教学改革初探[J].科技经济导刊,2016(9):180.
[9]贾桂康,苏仕林.基因工程实验教学改革探析[J].现代农业科技,2009(21):300-301.
[10]JIANG Zhiyan.Research on the reform and innovation of microorganism experimental teaching[J].Anhui Agricultural Science Bulletin,2009(23):97.
[11]DUSCHL R.Science education in three-part harmony:Balancing conceptual,epistemic,and social learning goals[J].Review of Research in Education,2008,32(1):268-291.
[12]SU W,XUE Y.Research on enhancing practical education for training applied talent person[J].Experimental Technology and Management,2006(11):38.