细胞遗传学在染色体水平上有3个经典问题, 即巴氏小体、多线染色体和灯刷染色体的形成机制和遗传学效应。其中巴氏小体因其与哺乳动物在两性间X染色体的剂量补偿效应、人类性别鉴定和某些人类疾病的相关性而引起科研和教学工作者的持续关注。在遗传学教学过程中, 作者尝试将国外的案例教学方式引入教学实践, 将巴氏小体这一经典遗传学问题作为一条线贯穿于遗传学教学的部分环节, 例如伴性遗传、基因表达调控、癌症发生以及遗传学实验, 最后通过课堂讨论会的形式全面总结相关的遗传学知识。结果发现, 这种改进的教学方法不仅可以优化遗传学教学内容, 拓宽并巩固学生的遗传学基础知识, 形成了对一个经典遗传学问题的系统观、发展观; 还能引导和激发学生对生命科学的兴趣, 收到了良好的教学效果。
There are three classical problems at the chromosome level in cytogenetics, namely the formation mechanisms and effects of Barr body, polytenic chromosome, and lampbrush chromosome. Teachers and researchers keep sustaining attention to the Barr body because of the relationships between Barr body and the X chromosome dosage compensation effect in mammals, the human sex identification, and some human diseases. In our genetics teaching practice, we tried the case-based teaching method. We introduced the classical problems and research progress of the Barr body, as a line, into partial sections of our genetics teaching contents such as sex-linked genetic analysis, eukaryotic gene expression regulation, cancer genetic analysis, and genetic experiments. Finally, it will form a comprehensive summary of related knowledge of genetics through class discussion on the Barr body. We found that this teaching method can not only optimize the teaching contents of genetics, consolidate and widen students' basic knowledge, and help student to form the systemic and developmental views of a classical genetics problem, but also inspire students’ interest in life sciences. Good teaching results have been achieved.
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