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现代遗传学是生命科学的基础学科,也是农、林、牧、医、师范、综合类等生物类专业的必修课,现代遗传学实验是现代遗传学教学中不可缺少的重要组成部分.该文介绍了对现代遗传学实验教学采用的"模块化超市"教学模式的内容及方法.以该模式教学进行了3年,结果表明,新教学模式的使用,使学生从被动型学习转变为主动型学习,调动了学生的学习积极性,提高了遗传学实验教学的效率与效果,有利于更好地培养学生的动手能力、分析问题和解决问题的能力,启迪学生的创新思维和自主创新的能力. 相似文献
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罗纯 《襄樊职业技术学院学报》2007,6(5):75-76
医学遗传学是基础医学和临床医学的桥梁课程,以贴近临床、贴近专业、贴近社会为目标,以我院高职教学为例对改革与调整医学遗传学实验教学进行了探索。 相似文献
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"遗传学"课程的教学,首先要注意教学内容的选择,既要介绍遗传学的基本规律、基本理论、基本概念和基本方法,也要介绍遗传学的最新发展成就,以及它对国家政治、经济、文化生活及其他科学技术发展的影响;其次要重视教学方法的使用,既要使用多媒体技术,也可引入建构主义教学法、兴趣教学法等新的教学方法,以提高教学效果. 相似文献
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文章探讨了高职"医学遗传学"重情趣、重参与、重感悟、重合作、重创新、重实验、重评价的教学理念;探索了医学遗传学课堂教学从"以教师为中心"向"以学生为主体"转变、教师从"广播员"向"教练员"转变的方法,让学生学有所乐,学有所获。 相似文献
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吴雪芳 《中国科教创新导刊》2012,(7):166-167
遗传学教学中突出遗传学史的教育,以遗传学发展史贯穿遗传学教学主线,以遗传学发展史渗透遗传学教学思想,激发学生学习兴趣,培养21世纪创新人才。 相似文献
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“基因的分离规律”是遗传的基本规律 ,是学习“基因的自由组合规律”和“性别决定与伴性遗传”等知识的基础。这部分的教学内容分为三个课时进行 ,由于本节的知识点较多 ,且抽象难懂 ,用传统的教学方式 ,不仅费时费力 ,且效果不好。本节课采用网络型教学 ,是对这类理论性较强的教学内容如何运用多媒体技术进行辅助教学进行的探索。1 教育目标1.1 知识目标 ①理解与遗传学实验相关的遗传学基本概念 ;②理解基因分离规律的内容、实质及实践意义 ;③掌握运用基因分离规律分析遗传现象的方法和表述方式。1.2 能力目标 ①了解科学研究的一… 相似文献
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现代遗传学的飞速发展,对课程教学提出了新的要求.目前高校遗传学课程和教学体系还存在一些不足,制约了应用性、创新性人才的培养.通过优化教学内容体系,革新教学理念和方法,强化实践教学等改革和实践,有助于培养学生的专业应用能力和综合素质. 相似文献
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Models are often used when teaching science. In this paper historical models and students’ ideas about genetics are compared.
The historical development of the scientific idea of the gene and its function is described and categorized into five historical
models of gene function. Differences and similarities between these historical models are made explicit. Internal and external
consistency problems between the models are identified and discussed. From the consistency analysis seven epistemological
features are identified. The features vary in such ways between the historical models that it is claimed that learning difficulties
might be the consequence if these features are not explicitly addressed when teaching genetics. Students’ understanding of
genetics, as described in science education literature, is then examined. The comparison shows extensive parallelism between
students’ alternative understanding of genetics and the epistemological features, i.e., the claim is strengthened. It is also
argued that, when teaching gene function, the outlined historical models could be useful in a combined nature of science and
history of science approach. Our findings also raise the question what to teach in relation to preferred learning outcomes
in genetics. 相似文献
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Florian Stern 《Studies in Science Education》2017,53(2):193-225
Research in genetics and genomics is advancing at a fast pace, and thus keeping up with the most recent findings and conclusions can be very challenging. At the same time these recent findings and conclusions have made necessary a reconceptualization of genes and heredity, both in science and in science education, beyond the mostly gene-centred view of the twentieth century. The teaching of genetics at schools should have a key role in helping students achieve genetics literacy. However, the literature on research in genetics education reports persistent difficulties and misunderstandings. We first consider the public understanding of and the attitudes towards genetics. Then, we review the most recent literature and present the most typical conceptions found among secondary students in various countries, ages and backgrounds. We argue that particular factors such as intuitive thinking, teachers, textbooks, and the media affect students’ development of erroneous or outdated ideas related to genetics. Finally, we suggest how these problems might be addressed in order for genetics teaching at the secondary level to fulfil the aim of contributing to students’ genetics literacy in the current post-genomic era. 相似文献
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Umran Betul Cebesoy Ceren Oztekin 《International Journal of Science and Mathematics Education》2018,16(7):1247-1268
Teachers have a crucial role to play in raising future generations of citizens who are aware of issues in genetics literacy such as gene therapy, cloning, and stem cell research. Teachers’ teaching practices are influenced by their knowledge in genetics literacy and their attitudes towards different issues. Accordingly, this study explored the relationships among middle school science teachers’ background characteristics (gender, teaching experience, self-perceived interest in and self-perceived knowledge of genetics), their genetics literacy levels, their attitudes towards various issues in genetics literacy, and their perceptions of teaching issues in genetics literacy. Data were collected from 435 Turkish middle school science teachers by completing the Genetics Literacy Assessment Inventory, the scale for attitudes towards issues in genetics literacy and perceptions of teaching issues in genetics literacy. The results of canonical correlation analysis suggested that being female, having a high level of interest in genetics, and perceiving oneself as knowledgeable in genetics were associated with higher levels of knowledge in genetics literacy and holding favorable general attitudes. These teachers believed in the necessity of introducing genetics literacy and held higher self-efficacy teaching beliefs regarding the teaching of issues in genetics literacy in their classes. However, they tended to emphasize more impeding factors as well as hold unfavorable attitudes towards gene therapy and gene therapy applications, implying that their attitudes were context dependent. 相似文献
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遗传学研究性实验教学模式探索与创新人才培养 总被引：2，自引：2，他引：0
在遗传学实验教学中,结合生物科学专业特点以及遗传学实验教学的目标与宗旨,从研究性实验教学体系的构建和实施过程两个方面,研究探索了遗传学研究性实验教学模式。实践证明:研究性实验教学促进了创新人才的培养。 相似文献
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遗传学是一门综合性学科,随着高等教育改革的深入,其课程体系和教学内容也不断深化改革。文章阐述了在生物技术、生物科学专业遗传学精品课程建设中的思路和实践,围绕在教学中始终树立“以学生为本”的教学理念,提出了兴趣教学法、利用现代教育技术以及实验教学等方面的改革,探讨了遗传学教学改革的一些新思路和具体实践。 相似文献
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While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two‐tier multiple‐choice instrument for diagnosing grades 10 and 12 students’ understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students’ understanding of genetics in a case‐based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two‐tier diagnostic instrument is useful in probing students’ understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach’s alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two‐tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed. 相似文献
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慕课是互联网终端极大普及时代“互联网+教育”的产物,如何将这一新事物融入医学遗传学的教学中是一个值得思考的问题。文章在介绍前人对医学遗传学教学改革方法和慕课的特点基础上,结合实例对“慕课+医学遗传学”的教学方式提出了几点建议,并对其存在的优缺点进行了分析,以期为医学遗传学教学工作者提供一些参考。 相似文献
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Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel Ni?o El-Hani 《Science & Education》2012,21(4):543-578
A major source of difficulties in promoting students’ understanding of genetics lies in the presentation of gene concepts
and models in an inconsistent and largely ahistorical manner, merely amalgamated in hybrid views, as if they constituted linear
developments, instead of being built for different purposes and employed in specific contexts. In this paper, we report the
results of a study about how textbooks can provide the grounds for the students’ construction of such hybrid views about genes.
These views are a key problem in genetics teaching, because they make it more difficult that students properly understand
this central biological concept and strengthen genetic deterministic ideas, which characterize a widespread discourse about
genes in the public opinion. We analyzed 18 textbooks using categorical content analysis, employing categories derived from
the literature addressing the historical development of gene models and concepts. Our findings indicate that the analyzed
textbooks do convey hybrid views about genes, with no correspondence to scientific models related to this biological concept.
These views reinforce genetic deterministic discourses and may lead students to serious misunderstandings about the nature
of genes and their role in living systems, with consequences to future learning about genetics. 相似文献