微生物学教学中本科生科研能力培养的研究

本科生参与教师科研对于激发学生科研潜能、培养动手能力与创新能力以达到培养高素质综合性人才具有重要作用.本文以安徽中医学院本科生参与微生物学教研室教师科研为例,分别从学生与教师两个方面探讨如何加强对本科生科研能力的培养.     

我国微生物学科在国际学术中的地位及前景研究--基于“基本科学指标数据库”的分析

本研究基于基本科学指标（ESI ）数据库收录的微生物学领域2003～2013年度资料,利用文献计量学方法进行统计,获得该学科有显著意义和高被引的国家（地区）、机构及期刊分布,并分析该学科的高被引论文和热点论文。结果显示,我国在微生物领域的科研产出量已逐步提升到较高水平,但论文的国际影响力有待进一步提高。     

PBL教学模式在病原生物学理论教学中的应用

PBL 教学法是一种源自西方,近年来引入我国全新教学模式,它主要培养学生的自学能力,发展学生综合思考能力和解决实际问题能.本文作者总结了中国医科大学病原生物学教研室三年来在理论课教学中采用PBL教学模式的实践经验,通过样本成绩分析证明了 PBL 教学方法对于提高学生综合思考能力很有帮助,同时在意见反馈结果中也显示学生对于 PBL 教学模式有很高的热情,可以很好地发挥学生的主观能动性.     

Absolute quantification of dengue virus serotype 4 chimera vaccine candidate in Vero cell culture by targeted mass spectrometry

Infection by dengue flavivirus is transmitted by mosquitoes and affects tens to hundreds of millions people around the world each year. Four serotypes have been described, all of which cause similar disease. Currently, there no approved vaccines or specific therapeutics for dengue, although several vaccine prototypes are in different stages of clinical development. Among them, a chimeric vaccine, built from the replication machinery of the yellow fever 17D virus, has shown promising results in phase III trials. Accurate quantitation of expressed viral particles in alive attenuated viral antigen vaccine is essential and determination of infectious titer is usually the method of choice. The current paper describes an alternative or orthogonal strategy, namely, a multiplexed and absolute assay of four proteins of the chimera yellow fever/dengue serotype 4 virus using targeted MS in SRM mode. Over 1 month, variability of the assay using a partially purified Vero cell extract was between 8 and 17%, and accuracy was between 80 and 120%. In addition, the assay was linear between 6.25 and 200 nmol/L and could therefore be used in the near future to quantify dengue virus type 4 during production and purification from Vero cells.     

自然科学课程思政的教学探索——以微生物学为例

课程思政是近年来在我国高校广泛推广的一种新的教学理念,其核心思想是将高校思想政治教育融入到各类课程教学之中。高校课程可以分为思想政治课程、通识教育课程、哲学社会科学课程、自然科学课程,其中自然科学课程与思政教育关系最为松散,思政元素的融入也最为困难。本文从微生物学融入课程思政的教学实践出发,分析高校自然科学类课程实施课程思政的必要性及难点,探索思政资源的挖掘路径,通过调查研究评估课程思政的教学效果,以及对课程思政的实践进行教学反思。此外,对专业课教师关于课程思政的观点分歧也做了初步探讨。本文旨在为微生物学相关课程实施课程思政提供理论支撑、实证数据以及教学经验,并可为其他自然科学类课程参鉴。     

“微生物学实验”混合式教学实践与评价

生命科学的本科教学中,实验教学是举足轻重的一个部分。本文以"微生物学实验"课程为研究对象,利用互动网站进行线上线下混合式教学,评价学生的学习效果和规律,探索生命科学实验类课程采用混合式教学的效果,并探讨推广可能性。在连续三年的教学实践中,统计分析各维度数据,发现在混合式教学模式下,绝大部分学生都具有主动自学的能力。同时,实验课程中的深度和广度都有所提升。学习规律的监控和综合评价显示,深度学习的学生在各种评价指标中都显著表现优秀。因此,在混合式教学模式下,如何引导学生进行真实有效的深度学习是教师在新教学模式下的重任。     

Arbuscular mycorrhizal fungi and biochar improves drought tolerance in chickpea

Arbuscular mycorrhizal fungi (AMF) inoculation and biochar amendment has been reported to improve growth of several crop plants however their role in stress amelioration individually as well as in combination has not been worked out. This experiment was conducted to evaluate the application of AMF and biochar on the performance of chickpea under drought stress. The treatments included the individual as well as combined treatment of AMF and biochar to drought stressed and normal chickpea plants. Plants inoculation improved growth in terms of shoot and root length, leaf area and number of branches which was observed to show a steep decline due to drought stress. Drought declined the AMF colonization potential though biochar amendment ameliorated the negative effects of drought significantly by improving the spore population, number of mycelium, vesicle and arbuscules and the percentage of colonization as well. Increased chlorophyll synthesis in biochar and AMF treated plants was obvious, which lead to significant enhancement in the net photosynthetic efficiency. Drought stress also declined the relative water content (RWC) and membrane stability index (MSI), while treatment of biochar and AMF either individually or in combination mitigated the deleterious effects to considerable extent and caused a significant enhancement in RWC and MSI under normal conditions. Amendments with biochar and AMF inoculation increased the nitrogen fixation attributes including the number and weight of nodules, leghemoglobin content and activity of nitrate reductase enzyme leading to greater uptake and assimilation of nitrogen in them when compared to drought stressed plants. Drought stressed chickpea plants exhibited considerable reduction in uptake of nitrogen and phosphorous which was ameliorated by biochar and AMF treatments. It could be suggested that increase in growth and physiological attributes in chickpea due to biochar amendments and AMF inoculation under drought stress were plausibly due to their involvement in nitrogen and phosphorous uptake, chlorophyll synthesis and photosynthesis.     

成果导向教育理念(OBE)下的环境工程微生物学课程教学改革与实践

环境工程微生物学是环境类专业的学科基础课,该课程对学生的知识架构以及应用技能的培养起到了重要支撑作用。为了实现该课程定位目标,达到课程的学习预期,我们将成果导向教育理念(Outcomes-based education,OBE)引入到环境工程微生物学课程教学改革实践中,提出在环境工程微生物学课程教学中实施逆向设计、正向实施的原则,即根据课程定位制定环境工程微生物学的预期学习产出,在预期学习产出的基础上优化教学过程,如对教学内容进行取舍,增强环境工程微生物学与其他课程的协调性,在教学实施中强化学生的主体地位,通过教学方法的改革促成预期学习产出,构建合理的学习评价体系。尽管将OBE理念引入到教学实施中取得了一些成效,但该体系的建设还有待于进一步完善。     

自建和选用微生物信息学平台辅助“生物信息学”课程教学探索

"生物信息学"课程主要讲授生物信息分析技术及其在动植物和微生物学研究领域中的应用。随着课程涉及的多种信息学分析软件和算法的不断开发和使用,应用领域也在不断拓展,因而其教学内容也需不断发展和更新。本文主要从不断发展和自建的微生物信息学平台如何辅助教学角度,探讨研究生"生物信息学"课程的教学模式及其实践效果。我们基于自建微生物信息学分析平台,以强化研究生解决实际问题和创新能力培养为目标,在教学内容、教学手段、授课方式和考核标准4个方面积极探索,建立了适合我校微生物学相关专业研究生培养目标的课程设置、启发式教学模式和成绩评价方式,促进了研究生培养质量和水平的提升。