遗传
遺傳
유전
HEREDITAS(BEIJING)
2015年
4期
402-406
,共5页
植物细胞工程%基因工程%研究型实验教学%创新人才
植物細胞工程%基因工程%研究型實驗教學%創新人纔
식물세포공정%기인공정%연구형실험교학%창신인재
plant cell engineering%genetic engineering%research-oriented experimental course%innovative training
在本科实验教学中开设研究型综合性实验课程是培养创新性人才的重要教改内容。作者利用自身的科研平台,为本科生开设了植物细胞与基因工程的专业选修课,主要讲授植物组织培养、原生质体分离与培养、植物遗传转化及转基因植物的筛选与鉴定等植物细胞与分子生物学技术原理及实验操作。通过整合植物组织、细胞和分子3个水平的实验教学内容和操作技术,采用集中讲解—独立操作—全天候开放的实验教学模式,并在实验教学中增加自主设计环节,培养本科生的综合性实验设计能力,训练独立操作技能,激发科研兴趣和自主创新意识,从而达到培养本科创新人才的目标。文章总结了开展植物细胞与基因工程实验教学的经验和教学效果,介绍了该实验教学的教学模式、教学内容和方法、考核评价体系,分析了存在的问题,阐述了以高水平科学研究促进实验教学对于深化本科教学改革和培养现代生物技术创新人才的重要性。
在本科實驗教學中開設研究型綜閤性實驗課程是培養創新性人纔的重要教改內容。作者利用自身的科研平檯,為本科生開設瞭植物細胞與基因工程的專業選脩課,主要講授植物組織培養、原生質體分離與培養、植物遺傳轉化及轉基因植物的篩選與鑒定等植物細胞與分子生物學技術原理及實驗操作。通過整閤植物組織、細胞和分子3箇水平的實驗教學內容和操作技術,採用集中講解—獨立操作—全天候開放的實驗教學模式,併在實驗教學中增加自主設計環節,培養本科生的綜閤性實驗設計能力,訓練獨立操作技能,激髮科研興趣和自主創新意識,從而達到培養本科創新人纔的目標。文章總結瞭開展植物細胞與基因工程實驗教學的經驗和教學效果,介紹瞭該實驗教學的教學模式、教學內容和方法、攷覈評價體繫,分析瞭存在的問題,闡述瞭以高水平科學研究促進實驗教學對于深化本科教學改革和培養現代生物技術創新人纔的重要性。
재본과실험교학중개설연구형종합성실험과정시배양창신성인재적중요교개내용。작자이용자신적과연평태,위본과생개설료식물세포여기인공정적전업선수과,주요강수식물조직배양、원생질체분리여배양、식물유전전화급전기인식물적사선여감정등식물세포여분자생물학기술원리급실험조작。통과정합식물조직、세포화분자3개수평적실험교학내용화조작기술,채용집중강해—독립조작—전천후개방적실험교학모식,병재실험교학중증가자주설계배절,배양본과생적종합성실험설계능력,훈련독립조작기능,격발과연흥취화자주창신의식,종이체도배양본과창신인재적목표。문장총결료개전식물세포여기인공정실험교학적경험화교학효과,개소료해실험교학적교학모식、교학내용화방법、고핵평개체계,분석료존재적문제,천술료이고수평과학연구촉진실험교학대우심화본과교학개혁화배양현대생물기술창신인재적중요성。
Research-oriented comprehensive experimental course for undergraduates is an important part for their training of innovation. We established an optional course of plant cell and gene engineering for undergraduates using our research platform. The course is designed to study the cellular and molecular basis and experimental techniques for plant tissue culture, isolation and culture of protoplast, genetic transformation, and screening and identification of transgenic plants. To develop undergraduates’ ability in experimental design and operation, and inspire their interest in scientific research and innovation consciousness, we integrated experimental teaching and practice in plant genetic engineering on the tissue, cellular, and molecular levels. Students in the course practiced an experimental teaching model featured by two-week teaching of principles, independent experimental design and bench work, and ready-to-access laboratory. In this paper, we describe the contents, methods, evaluation system and a few issues to be solved in this course, as well as the general application and significance of the research-oriented experimental course in reforming undergraduates’ teaching and training innovative talents.