物理学知识原理向遗传学教学渗透的实践与思考  

The practice and discussion of the physical knowledge stepping into genetics teaching

作　　者：罗慎[1] 罗培高[1] 

机构地区：[1]四川农业大学、植物遗传和育种省级重点实验室,成都611130

出　　处：《遗传》2014年第9期952-957,共6页Hereditas（Beijing)

基　　金：国家自然科学基金项目(编号:31271721);教育部“高等教育质量工程”(农学专业综合改革-《普通遗传学》双语教学课程)(编号:ZG0449);四川省“高等教育质量工程”(农学专业综合改革-《普通遗传学》双语教学课程)项目资助

摘　　要：遗传学是生物学科的核心课程,在生物学的教学与研究中具有十分重要的作用,而遗传学的知识原理与物理学的知识原理具有一定的相似性。由于遗传学教学内容较为抽象,加之学生在中学阶段所学的遗传学基础知识相对薄弱,导致部分学生缺乏学习兴趣。如何采用"渗透式"的教学方法将学生深厚的物理学知识原理引入遗传学课堂是一个值得探讨的问题。近年来,笔者应用物理学的知识原理,将部分物理知识与遗传知识进行类比教学和渗透式教学,提升学生对遗传学知识的认识层次和理解水平,进而提高学生的学习能力和创新思维能力。Genetics, one of the core courses of biological field, play a key role in biology teaching and research. In fact, there exists high similarity between many genetic knowledge and physical knowledge. Due to strong abstract of genetic contents and the weak basis of genetics, some students lack of interests to study genetics. How to apply the strong physical knowledge which students had been learned in the middle school in genetics teaching is worthwhile for genetics teachers. In this paper, we would like to introduce an infiltrative teaching model on applying physical knowledge into genetic contents by establishing the intrinsic logistic relationship between physical knowledge artd genetic knowledge. This teaching model could help students more deeply understand genetic knowledge and enhance students＇ self-studying ability as well as creat- ing ability.

关 键 词：物理学知识 遗传学教学 渗透式教学 类比教学 逻辑推理 学科交叉与融合 

分 类 号：Q3-4[生物学—遗传学] G642[文化科学—高等教育学]