保护生物学思想在遗传学课程教学过程中的渗透  

Teaching genetics with integrative thoughts of conservation biology

作　　者：林剑青 叶绍潘 王树启 杜虹 Jianqing Lin;Shaopan Ye;Shuqi Wang;Hong Du(Guangdong Provincial Key Laboratory of Marine Disaster Prediction and Prevention,Guangdong Provincial Key Laboratory of Marine Biotechnology,Department of Biology,College of Science,Shantou University,Shantou 515063,China)

机构地区：[1]汕头大学理学院生物学系,省市共建海洋灾害预警与防护广东省重点实验室,广东省海洋生物技术重点实验室,汕头515063

出　　处：《遗传》2024年第7期581-586,共6页Hereditas（Beijing)

基　　金：广东省研究生教育创新计划项目(编号:2022JGXM063);汕头大学科研启动经费项目(编号:NTF21026)资助。

摘　　要：随着全球人口数量的急剧增长和人类对自然资源的过度开发,生物多样性不断丧失。遗传因子对濒危物种的保护具有重要影响。保护遗传学是遗传学和保护生物学的交叉学科。高等院校缺乏专门开设保护遗传学课程,当前的《遗传学》课本中也没有直接体现生物保护的内容。本文作者在《遗传学》课程教学过程中尝试渗透保护生物学思想,以案例的形式,结合相关领域内最新研究成果和技术进展,将保护生物学(尤其是保护遗传学)思想和知识渗透到《遗传学》课堂教学和讨论环节中。由此,提升本科生主动学习的动力和兴趣,实现“掌握遗传学基础知识-树立生态保护意识-培养学科交叉思维”三者之间的相互促进,为培养既掌握扎实基础遗传学知识又具备生态文明理念的复合型人才奠定基础。Biodiversity losses along with the exponential growth of global human population and human-provoked over-exploitation of natural resources.Genetic factors played an important role in the conservation of endangered species.Conservation genetics is a cross-field disciplinary of genetics and conservation biology.The course of conservation genetics is not available in colleges and universities,and the course of genetics does not directly reflect the content of biological conservation.We have taught genetics with integrative thoughts of conservation biology.In the form of case studies,we have integrated recent advances of research and technology in the relevant fields into the genetics classroom.As a result,we improved the undergraduates'motivation and interest in active learning,provoked the mutual promotion of“basic knowledge of genetics,awareness of ecological protection,and cultivate interdisciplinary thinking”,and set up the groundwork for cultivating interdisciplinary talents who not only master solid basic knowledge,but also have the concept of ecological civilization.

关 键 词：遗传学 学科交叉 保护遗传学 本科教学 课程思政 

分 类 号：Q16-4[生物学—普通生物学] G642[文化科学—高等教育学]