文章分析了遗传学教学面临的问题, 对遗传学教学架构以及与其他课程的内容衔接进行了探讨, 认为以遗传信息为中心重新组织教学内容, 保证遗传学教学内容的完整性和系统性, 凸显遗传学特色。根据遗传学25章教学内容的相关性重新组合成4个模块, 即遗传信息的遗传、遗传信息的储存、遗传信息的读取、遗传信息的复制、变异与进化。各模块紧扣遗传信息这一主题—— 也是遗传现象的内在联系, 每个模块讲解遗传信息的一个方面。对比与其他课程重叠的内容, 提取其中涉及遗传信息的部分, 重点讲解遗传信息的流动和变化。以遗传信息为主线的遗传学教学使课堂既充满遗传学特色, 又易于被学生接受和掌握。

Based on an analysis of the problems in teaching of genetics, we restructured the contents of genetics course to avoid overlapping with related courses and to establish a proper connection with other courses. It was suggested that reorganization of teaching contents of genetics by taking the genetic information as a main stream of the course would favor to make sure the integrity, systematicness, and features of genetics course. The current 25 chapters of genetics were organized into four domains of passage, storage, reading, and mutation (including replication) of genetic information. Each domain was designed to explain one aspect of the genetic information. In such a way the four domains could highly be tighten up. The overlapping parts with other courses were proposed to be abstracted for those descriptions of the movement and variation of genetic information. The courses centered by genetic information would have obvious features of genetics and be easier to be understood.