《遗传学》课程的建设与优化

《遗传学》是本科教学的主干课程之一。文章从《遗传学》课程的特点出发,分析了《遗传学》课程教学中存在的一些问题。讨论了《遗传学》精品课程建设中教学内容的更新、教学方法的改进、计算机辅助课件的创建、电子版教材的编写、教学质量的评估、实验项目的创新以及教学效果的提高等方面的一些思路和方法。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

《激光生物学报》征稿启事

《激光生物学报》是国家一级期刊,由中国科学技术协会主管,中国遗传学会、湖南师范大学主办,《激光生物学报》杂志社编辑出版的专业学术性期刊。     

提高遗传学课程教学质量有效途径的探讨及体会

生命科学中的遗传学 ,是与现代生物科学中多门课程有关联的专业基础课 ,又是一门方法技术精密的实验性课程。其教学内容面广、量大 ,既有动物学、植物学、微生物学和人类遗传学等的问题 ,又有细胞学、生物化学、发育学、生物统计学及生物进化论等的问题 ,每一章的内容就是一门遗传学分支学科的缩影。在对遗传学问题的探讨上 ,若从生物个体出发 ,既可向细胞水平至分子水平在微观水平上进行研究 ,又可经由小群体至大群体在宏观水平上进行研究。特别是近几十年来 ,由于运用了较多的数理化知识和技术 ,更有力地促进了遗传学的发展 ,成为现代生物…     

建设遗传学课件体系 提高多媒体教学质量

实行多媒体教学是当前我国高等教育教学中普遍采用的方法之一,有利于进一步提高课程的教学效果。本文根据《遗传学》课程的特点,结合多年来遗传学课件建设与多媒体教学实践经验,对《遗传学》教学课件建设、多媒体教学特点、课件素材收集、多媒体教材的编写、教学效率的改善、教师教学水平的提高以及学生学习积极性的调动等方面进行了探讨和实践。     

关于“卫星电视教育”致读者

中国电视师范学院是利用卫星电视培训中小学师资的一所新型的开放式学院。在教育频道播开的卫星电视教育课程里,中国电视师范学院高师生物专业设置了:《植物学》、《动物学》、《人体解剖生理学》、《无机及分析化学》、《有机化学》、《微生物学》、《生物化学》、《植物生理学》、《遗传学》、《中学生物教学法》、《教育学》、《心理学》等12门课程。计划从1987年9月至1990年7月共三年时间播完上述课程。目前已播完《植物学》(134学时)、《动物学》(131学时)及《无机及分析化学》(66学时)。《人体解剖生理学》、《有机化学》、《微生物学》、《教育学》等课尚在播放中,按教学计划第5学期播放《生物化学》和《植物生理学》,其余课程在第六学期播放。任课的主讲教师皆为具有丰富教学经验的大学教师。《植物学》由北京大学冯午、高信曾、汪劲武、宿文疃等讲授;《动物学》由东北师范大学程济民、暴学祥和南开大学张峦光、邱兆祉、杨竹舫讲授;     

生态遗传学在生物多样性保护中的作用

本文就生态遗传学在生物多样性保护中的作用问题谈了几点看法。首先陈述了生态遗传学的性质,它是种群生态学和种群遗传学的结合,研究种群层次上正在进行着的进化;其次列举了生态遗传学的基本内容,说明生态遗传学是生物多样性研究和保护不可缺少的基本知识。最后举两个实例阐明生态遗传学在生物多样性保护中的具体应用。     

在粗糙脉孢菌两个连锁基因作图教学中若干关键问题的解析

顺序四分子遗传分析是遗传学教学的重要内容,特别是其中的两个连锁基因作图既是教学的重点又是难点。如何更好的讲解这部分内容,是许多遗传学教师或相关教材编者探索的主要问题之一。文章基于多年的教学实践,总结了学生难以理解但又容易被教师或教材编者忽略的若干关键问题,对这些问题进行了深入的分析并提出了相关的意见和建议,以供遗传学教师和教材编者参考。     

Development and evaluation of a genetics literacy assessment instrument for undergraduates

There is continued emphasis on increasing and improving genetics education for grades K-12, for medical professionals, and for the general public. Another critical audience is undergraduate students in introductory biology and genetics courses. To improve the learning of genetics, there is a need to first assess students' understanding of genetics concepts and their level of genetics literacy (i.e., genetics knowledge as it relates to, and affects, their lives). We have developed and evaluated a new instrument to assess the genetics literacy of undergraduate students taking introductory biology or genetics courses. The Genetics Literacy Assessment Instrument is a 31-item multiple-choice test that addresses 17 concepts identified as central to genetics literacy. The items were selected and modified on the basis of reviews by 25 genetics professionals and educators. The instrument underwent additional analysis in student focus groups and pilot testing. It has been evaluated using approximately 400 students in eight introductory nonmajor biology and genetics courses. The content validity, discriminant validity, internal reliability, and stability of the instrument have been considered. This project directly enhances genetics education research by providing a valid and reliable instrument for assessing the genetics literacy of undergraduate students.     

Education of nurses in genetics.

The need for education of nurses in genetics was articulated more than 25 years ago. This article reviews the knowledge of practicing nurses about genetics as well as the content of genetics in nursing curricula. Implementation of federal legislation that mandated increased availability of genetic services and genetics education provided support for the examination of genetics content in curricula for health professionals, including nurses, and for the development of model programs to expand this content. Recent efforts to begin to develop a pool of nurse faculty who are well prepared in genetics will be described, as well as programs to provide the necessary content through continuing-education efforts. These efforts are expected to substantially improve the capability of nurses to contribute more effectively in the delivery of genetic services.     

连锁基因相互作用方式教学探讨

本文自拟了3道例题,这三个例题都突破了普通遗传学教材中相关内容的范畴,这类例题在教学中是首次探讨,用以介绍连锁的非等位基因不同作用方式的解题分析,以此来拓展和深化遗传学的教学内容。     

比较遗传学介绍

随着遗传作图的不断发展,人们开始比较不同物种的基因组,并且揭示了一种从未被发现的基因组水平上基因排列顺序的保守性。随之,发展出比较遗传学概念：研究基因的排列顺序和基因数量的学科。比较遗传学已经被应用于植物基因组的基因定位,并预示出进化研究的一个全新领域。目前,比较遗传学和狭义的比较基因组学相互渗透和融合,形成一门新的学科,它将大大加深人们对基因组的理解。 Abstract：With the advance of genetic mapping and comparin g of different genomes,an undiscovered type of conservation was revealed: the co nservation of gene content and gene orders on the genome level. And it lodged th e concept of comparative genetics:the science that studies gene content and gene orders. Now comparative genetics has been used to facilitate the isolation of g ene, and it indicates a new field of evolution. This review discuses the develop ment of comparative genetics.In the future, comparative genetics and comparative genomics would be probably syncretize to be a new science, and it will deepen t he understanding of genomes.?     

Human genetics teaching in U.S. medical schools.

Information about instruction in genetics was obtained fron 103 of the 107 U.S. four-year medical schools. Seventy-two percent of the schools provide a compulsory course in genetics, but there was great variation in duration, content, departmental responsibility for giving the course, and in the disciplines of those doing the teaching. The variability in the number of hours devoted to teaching genetics was reflected in the competence of the students in giving correct answers to questions on genetics posed by the National Board of Medical Examiners. Electives and continuing education courses on genetics are given by two-thirds and one-half of the schools, respectively; but the subject receives very little attention in departments of preventive, community, or family medicine or in schools of allied health sciences. These findings suggest that genetics has not yet found a natural and comfortable context in the curricula of U.S. medical schools.     

富铁稻米遗传育种研究现状与展望

本文综述了不同类型水稻种质稻米中铁含量的测定、遗传育种及基因工程研究进展,并对富铁水稻今后的研究及利用提出了几点建议。     

Innovations in human genetics education. Incorporation of genetics into a problem-based medical school curriculum.

There has been recent interest in the development of problem-based human genetics curricula in U.S. medical schools. The College of Human Medicine at Michigan State University has had a problem-based curriculum since 1974. The vertical integration of genetics within the problem-based curriculum, called "Track II," has recently been revised. On first inspection, the curriculum appeared to lack a significant genetics component; however, on further analysis it was found that many genetics concepts were covered in the biochemistry, microbiology, pathology, and clinical science components. Both basic science concepts and clinical applications of genetics are covered in the curriculum by providing appropriate references for basic concepts and including inherited conditions within the differential diagnosis in the cases studied. Evaluations consist of a multiple-choice content exam and a modified essay exam based on a clinical case, allowing evaluation of both basic concepts and problem-solving ability. This curriculum prepares students to use genetics in a clinical context in their future careers.     

Genethics: project accountability via evaluation of teacher and student growth.

Accountability through demonstrated learning is increasingly being demanded by agencies funding science education projects. For example, the National Science Foundation requires evidence of the educational impact of programs designed to increase the scientific understanding and competencies of teachers and their students. The purpose of this paper is to share our human genetics educational experiences and accountability model with colleagues interested in serving the genetics educational needs of in-service secondary school science teachers and their students. Our accountability model is facilitated through (1) identifying the educational needs of the population of teachers to be served, (2) articulating goals and measurable objectives to meet these needs, and (3) then designing and implementing pretest/posttest questions to measure whether the objectives have been achieved. Comparison of entry and exit levels of performance on a 50-item test showed that teacher-participants learned a statistically significant amount of genetics content in our NSF-funded workshops. Teachers, in turn, administered a 25-item pretest/posttest to their secondary school students, and collective data from 121 classrooms across the United States revealed statistically significant increases in student knowledge of genetics content. Methods describing our attempts to evaluate teachers' use of pedagogical techniques and bioethical decision-making skills are briefly addressed.