Animal cell engineering model essay 1: interest teaching method of animal cell engineering Abstract Animal cell engineering is a new subject based on modern cell biology and experimental technology, which is a subject closely combining theory with practice and occupies an important position in life science courses in colleges and universities. This paper discusses how to improve students' interest in this course and provide reference for the teaching reform of animal cell engineering.
Keywords animal cell engineering teaching interest teaching
China Library Classification Number: G424 Document Identification Number: A
Interesting Teaching of Animal Cell Engineering
Xu
(Zhejiang Biometric Quarantine and Inspection Technology Laboratory,
School of Life Sciences, Ji Liang University, China, Hangzhou, Zhejiang 3 100 18)
Animal cell engineering is a new subject based on the development of modern cell biology and technology. It is a course that combines theory with practice closely and plays an important role in life science courses in colleges and universities. This paper discusses how to improve students' interest in the course of animal cell engineering, in order to provide reference for the teaching reform of animal cell engineering.
Keywords animal cell engineering; Teaching; Interesting teaching
Cell engineering refers to a comprehensive bioengineering of cells, tissues, organs or individuals with target characteristics at the level of cells, subcells or tissues according to a certain design scheme. It is a model of combining theory with practice. In modern life science research, cell engineering is a technical public platform for the application of biotechnology to industry, representing the latest development frontier of modern bioengineering, and playing an increasingly important role in various fields such as medicine, food, agriculture and forestry. Animal cell engineering is an important part of cell engineering, including cell culture, cell fusion and monoclonal antibody, embryo engineering, stem cell and tissue engineering, nuclear transfer technology and animal cloning, transgenic animals and animal bioreactors, and animal chromosome engineering. Learning animal cell engineering can lay a good theoretical and technical foundation for students to engage in biotechnology related to cell engineering in the future. Through teaching practice and reform in recent two years, the author discusses how to improve students' learning efficiency and teaching quality by using interest teaching method.
1 Position the course reasonably, so that students can fully realize the importance of this course.
The course of animal cell engineering in our school was offered in the sixth semester. Students have completed the required courses such as introduction to biology, animal biology, molecular biology and cell biology, which is very beneficial for students to transfer some knowledge in the course of animal cell engineering. Since animal cell engineering is an elective course in our school, its teaching purpose must be different from the compulsory course. Therefore, the focus of teaching purpose is no longer to let students master general concepts and principles, but to let students understand and learn how to use what they have learned to create, so that students can fully realize that animal cell engineering is not a course based on theoretical study, but a course with strong combination of theory and practice, and it is a course that can go to work well. The author believes that when teaching this course, we should closely focus on the technological innovation and application at the cell level and contact the modern biotechnology industry, so that students can understand the principles, methods and applications of the main technical fields of animal cell engineering.
Have a good first class and attract students' attention.
A good first class will set the tone for the whole teaching process of this course. The content of the first class is nothing more than an introduction. Most teachers may explain the development and present situation of this course, but it can't arouse students' interest. The author tried to use questioning teaching instead of narrative teaching, and achieved good results. For example, when talking about the research field of animal cell engineering, the author listed pictures such as Dolly sheep, human ear mouse, test-tube baby and luminous cat in teaching PPT, trying to make students sit in the right position to arouse their interest.
3 keep pace with the times and update the teaching content
At present, the teaching materials related to cell engineering include Amway National Cell Engineering (Science Press), Yang Cell Engineering (Chemical Industry Press), Yong Cell Engineering (Higher Education Press), Pang Cell Engineering and Xu Yonghua Animal Cell Engineering. The reference textbook used by the author is cell engineering of Anli National Edition. Although there are many related teaching materials, the development of biotechnology is changing with each passing day, and the updating speed of teaching materials can't keep up at all. Therefore, it is necessary to consult relevant documents or materials in time to teach students the latest knowledge. For example, it is explained that embryo engineering can introduce the successful culture of early human embryos; It is said that transgenic animals can be introduced into the "donor pig" of Central South University. It is said that stem cells can be introduced into "artificial kidney" and so on.
4. Teaching theoretical knowledge based on social problems or social needs.
The lecture effect of pure theory, or the effect of theoretical explanation before practical application, is actually not as good as the effect from actual demand to theoretical explanation. Therefore, the author tries to introduce social problems or social needs before explaining theoretical knowledge in each chapter, so that students' concentration in class is obviously improved and the lectures received are also very effective! For example, when explaining the chapter of cell fusion and monoclonal antibody, the author threw out some projects that Hangzhou Xiasha enterprises expected to cooperate with Zhejiang universities, including antibody preparation technology, which immediately attracted students' attention; For example, when explaining the stem cell chapter, the news event "My son was severely burned and my father refused to cut his skin with anesthetic to save his son" was introduced to make students pay attention to the importance of stem cell research. When explaining embryo engineering, the "surrogacy event" in Guangzhou was introduced.
5 Rational use of multimedia technology
Animal cell engineering is a comprehensive course, and the traditional "writing on the blackboard (or PPT)" method has been difficult to meet the teaching requirements of this course under the new situation. Modern educational technology has been widely used in colleges and universities. Through multimedia technology, we can show students more pictures and video information besides textbooks, and even search related information directly on the Internet in class. The application of these multimedia technologies can not only improve students' interest in learning, but also distract students' thinking, which can not only supplement the book content, but also improve students' learning effect of the book content. For example, when explaining the safety of the laboratory, the film Resident Evil can be introduced; When explaining cell fusion, we can introduce the movie "The Hybridization of Man and Animals". When explaining embryo engineering, 3D animation can be used to demonstrate the whole process of baby from conception to birth. The news that "Bajie's liver can save the monkey" says that stem cells can be introduced. Introducing some multimedia pictures, videos or animation information at an appropriate time in each class can immediately arouse students' appetite for the knowledge they are about to learn at the beginning of the class, and can also draw their attention back when they are not focused in class. Multimedia pictures or videos can be said to be a sword to stimulate students' interest in learning. But this sword can't be overused, otherwise the priorities can't be distinguished, and students can't grasp the key points, and the effect will be counterproductive.
6 Practice the experiment in the discussion
The animal cell engineering taught by the author has eight hours of experiments, the content of which is the basic process of cell culture, which is basically a verification experiment, but this does not prevent students from learning knowledge, mainly because of the introduction of discussion learning. Before the experiment class, the author showed the operation videos of medium filtration, primary cell culture and mouse cardiomyocyte culture in class, so that students could think about the operation norms of the experimenter in the video and understand the matters needing attention in the experiment operation and its influence on the experimental results. In the experimental class, guide students to compare the results before and after the experiment and draw their own conclusions. For example, in the filtration experiment of cell culture medium, students are taught to observe the pollution of unfiltered culture medium with inverted microscope, judge the types of contaminated microorganisms, and let them know the importance of correct filtration and how to deal with contaminated culture medium.
7 conclusion
Animal cell engineering is a comprehensive course. Only by stimulating students' interest in learning can students have enthusiasm for learning and achieve good teaching results. Through these two or three years of interest teaching method, the animal cell engineering taught by the author is deeply loved by students, who sometimes refer to the author as "cell teacher" for short. Of course, for the course of animal cell engineering, besides the interest teaching method, there should be other teaching methods to complement each other and achieve good teaching results.
Model essay II on animal cell engineering: Discussion on the open experimental teaching mode of animal cell engineering. This paper discusses the open experimental teaching mode of animal cell engineering experiments for bioengineering majors. Through the implementation of five teaching links: experimental scheme design, scheme discussion, experimental operation, experimental paper report and experimental summary, good teaching results have been achieved. At the same time, the existing problems and improvement measures of this teaching mode are analyzed, which provides reference for doing well the open experimental teaching activities.
Animal cell engineering; Open experimental teaching; Teaching mode; Southwest University of Science and Technology
This paper discusses the open experimental teaching mode of animal cell engineering experiment for bioengineering specialty. Five teaching links, including experimental project design, project discussion, experimental operation, experimental report and experimental summary, were implemented. The teaching effect is good. At the same time, the existing problems and improvement measures of this teaching mode are pointed out, which provides reference for better opening experimental teaching.
Keywords animal cell engineering; Open experimental teaching; Teaching mode; Southwest University of Science and Technology
Southwest University of Science and Technology, located in Mianyang City, Sichuan Province, is a key construction school in western China. The School of Life Science and Engineering of Southwest University of Science and Technology now has seven majors, including bioengineering. Because bioengineering is an experimental and practical subject, the requirements for the cultivation of talents in this major are to have a deep theoretical foundation, a wide range of knowledge and strong experimental, practical and innovative abilities. Therefore, while optimizing the theoretical teaching, the author is also actively thinking about how to strengthen the experimental teaching of bioengineering specialty, strengthen the cultivation of experimental and practical ability, cultivate students' practical ability, stimulate students' interest in learning and innovative spirit, and improve their comprehensive quality. Most of the traditional experiments of biological science major belong to a single confirmatory experiment, and their contents are mostly attached to the theoretical teaching of various courses. The experimental method is rigid, and students just passively cope and operate mechanically. This experimental form of "taking medicine according to prescription" is extremely unfavorable to the development of students' intelligence, which limits the development of creative thinking and cannot fully mobilize students' enthusiasm and initiative. Therefore, it is imperative to reform the experimental system of bioengineering specialty. In recent years, Southwest University of Science and Technology has increased its investment in the experimental construction of undergraduate education, greatly improving the experimental conditions for undergraduates. On 20 10, School of Life seized the opportunity of the school to meet the evaluation of undergraduate teaching level, and declared a laboratory construction project "Bioengineering Laboratory Construction" according to the actual situation, which was approved by the school. In the process of project implementation, not only the improvement of laboratory soft and hard conditions was considered, but also the reform of experimental teaching mode was put in an important position [1-2].
1 course introduction
Bioengineering experiment is a compulsory experimental course for bioengineering majors, which mainly includes fermentation technology, plant cell engineering and animal cell engineering. In the teaching process, the experimental period of animal cell engineering is relatively short, and students will be more interested in animal cell engineering. Therefore, we should take the lead in exploring the open teaching mode in animal cell engineering experiment teaching.
2 teaching form
Teaching is divided into five parts, including experimental scheme design, scheme discussion, experimental operation, experimental paper report and experimental summary.
2. 1 experimental scheme design
In the theoretical teaching of animal cell engineering, the author found that students are particularly interested in animal cell culture. Using students' curiosity, at the end of the course, students were arranged to do an experimental design-the establishment of mouse cell line, which is not only the final report of the theoretical course, but also the experimental guide of this experiment. In order to save materials, students are divided into several large groups with 8 people in each group, and then each large group is divided into 4 groups with 2 people in each group. 1 mouse was assigned to each large group, and students in each group were free to choose target cells according to their own interests, including muscle cells, kidney cells, liver cells, lung cells, bone marrow stem cells and so on. In this way, different cells can be made into a large group, which is convenient for students to communicate and learn with each other and saves materials.
This experimental scheme is a complete and concrete scheme about the establishment of animal cell lines, including experimental preparation, medium preparation, primary cell culture, cell purification and passage, cell growth curve determination, cell cryopreservation and resuscitation. In the scheme, students are required to write down the experimental purpose, experimental principle, experimental materials, methods and processes and matters needing attention in detail, which requires students to seriously think about the materials they need, because each group of students make different cells, adopt different culture and purification methods, and need different materials, including which drugs are needed, how to prepare reagents, how many straws are needed, and even waste tanks. In this way, students' active thinking ability and active participation ability are cultivated. It is not necessary for the teacher to prepare all the equipment as before, but to add the reagents prepared by the teacher one by one according to the steps specified by the teacher.
2.2 Scheme discussion
After the scheme is designed, the teacher makes modifications, mainly to point out some mistakes in principle, so that students can improve and then communicate. Select a typical group, report to everyone, let the students point out their own design deficiencies, and then compare their own plans under the guidance of the teacher, so that the students can be more clear about their goals and requirements in the discussion. Finally, I will show you the teaching video about animal cell culture, and introduce the operation precautions in detail, especially some details, so that students can know in advance.
2.3 experimental operation
After watching the video, we discuss and revise the scheme again. After the teacher approves, we can carry out the experimental operation. Students in large groups collect the required equipment, clean, package and disinfect themselves, prepare the required reagents, and carry out experimental operations according to the designed experimental scheme. During the experiment, because of the different progress of cell growth, students need to deal with it at different times. In order to solve this contradiction, the laboratory is open all day, and students make an appointment to register, so as to ensure that students can conduct experiments at the scheduled time. During the experiment, students are required to observe the cell growth every day.
2.4 Experimental Paper Report
The experimental report replaces the traditional experimental report in the form of scientific papers, and requires students to write the title, preface, materials and methods, results and analysis, discussion and suggestions in strict accordance with the format of scientific papers. In the preface, students are asked to briefly introduce the principle and purpose of the experiment. Because there are many methods for primary culture and cell purification of animal cells, most of them can be used, and students can even use different experimental methods at the same time, but they are required to write the basis for choosing this method. Materials and methods should be as detailed as possible to train students' ability to prepare their own experiments. The experimental results should be truthfully recorded. The discussion is the key part, and the experimental results need to be analyzed, synthesized, summarized and reasoned with theoretical knowledge. If the result is not in conformity with the expectation, the reasons should be analyzed and the improvement measures should be listed. Finally, please ask students to put forward their own views and opinions on this experimental teaching.
2.5 experimental summary
After the course, we should summarize the experiment and analyze some typical situations. Such as severe bacterial infection. Analyze the possible links of bacterial infection and some incorrect places in operation, so that students can understand their own shortcomings.
3 teaching effect
Generally speaking, this open experimental teaching has achieved satisfactory results. Compared with the traditional experimental teaching method, this kind of teaching mainly achieves the following purposes [3-4]:
3. 1 Really combine theory with practice.
Because animal cell engineering is a course that combines theory with practice closely, there will be a lot of knowledge related to experimental operation in the teaching process, and students have not accumulated relevant knowledge before, so the explanation is very empty. For example, when teaching the preparation method of primary cells, there are two methods: enzyme digestion and tissue block method. What are the advantages and disadvantages of these two methods, and how to choose them according to the actual situation. Teachers of this kind of knowledge usually only talk about some basic theoretical knowledge in class, but the specific situation needs students to understand it deeply through their own practice and mutual communication.
In addition, students are required to design their own experimental scheme, and the design of the scheme must be based on practical theoretical knowledge, which requires students to understand the theoretical basis of the scheme design while designing the experimental scheme, and also cultivate their ability to consult materials and read documents.
3.2 Effectively cultivate students' practical ability and thinking ability, and exercise students' basic scientific research skills.
Because the experimental teacher only points out the name of the experiment and provides experimental equipment, reagents, animals and so on. Related to the experiment, the rest of the students can make clear the experimental purpose, experimental methods and steps, matters needing attention, etc. By reading textbooks and consulting materials, then follow the steps. In the teaching process, students are always in the dominant position, while teachers are in the dominant position. Students must make full use of the theory they have learned and the skills they have mastered in the experiment to complete the whole experiment, including the design of the experiment, the steps of operation, the selection of instruments and materials, and the analysis of the results. Every step is brand-new and challenging for students, and the experimental results are not known in advance. Students must analyze the abnormal phenomena in the experiment in time and put forward corresponding solutions, which requires students to have rigorous experimental ideas and rigorous scientific attitudes to mobilize their initiative. For example, the cleaning, packaging, sterilization and other work of equipment are usually not paid much attention to, but through experiments, we have a personal experience. Some students have to redo the culture medium because of poor aseptic work when preparing the culture medium by filtration and sterilization. Because of the different experimental materials and results in each group, students' knowledge is further broadened, their creativity is fully tapped, their scientific quality is improved, and their comprehensive ability is cultivated.
After the experiment, students are required to write an experimental report according to the format and specifications of the paper. For most students in colleges and universities, writing papers is a very distant thing. Now that you have the material for the paper, you can imitate the writing requirements of scientific papers, so that students can get training in writing scientific papers and master the basic skills of engaging in scientific research.
3.3 Strengthen the communication between teachers and students, and enhance the feelings between teachers and students.
Because students frequently go in and out of the laboratory and spend more time in contact with teachers, teachers and students can communicate extensively, which can deepen students' understanding of teachers and respect for teachers' profession.
3.4 Cultivate a sense of responsibility and scientific attitude, increase interest and enhance self-confidence.
The experiment is divided into groups, so that the task reaches everyone, and everyone cares for the cells they have cultivated. This responsible attitude is invisible when doing other experiments. Different from previous experiments, students compare their own labor results and make extra efforts. Successful students design and experiment according to their own ideas, and get good results, which will generate pride and self-confidence. Although the failed students are somewhat depressed, the second experiment will still get satisfactory results on the basis of earnestly summing up the lessons and learning from the successful students. In addition, because students need to cooperate and coordinate with each other in the experiment process, the spirit of unity, mutual assistance and coordination and cooperation among students is enhanced.
3.5 Improve the level of teachers and the quality of experimental teaching.
Some experimental contents in open teaching reflect the development level of contemporary science and technology and involve a wide range of knowledge. Teachers should not only have a solid theoretical foundation and good experimental skills, but also strengthen professional learning and constantly update their knowledge, which is particularly important in the opening of new experiments and students' scientific and technological innovation activities. It can be said that open teaching has improved the professional level of teachers. The transformation from traditional experimental teaching to open experimental teaching not only has a great influence on both sides of the teaching, but also plays an inestimable role in improving the construction and management level of the laboratory. This reform will undoubtedly make a qualitative leap in the work of the laboratory. Open experiment keeps students' original spirit and makes students change from passive learning to active learning in a relaxed experimental environment. It can be said that open experiment is the only way to teach students in accordance with their aptitude and the necessary condition to cultivate students' innovative ability.
4 existing problems and improvement measures
4. 1 The laboratory facilities are not perfect.
Due to the sharp increase in the number of experiments and the long duration, the receiving capacity of instruments and equipment is obviously insufficient. Because cell culture strictly requires aseptic operation, most operations are carried out on the ultra-clean table, which leads to the contradiction of the requirements of the ultra-clean table. Moreover, because most students are novices, they are very careful in operation, which often leads to the failure to finish the experiment according to the scheduled time, the slow flow of equipment and the long waiting time for students. In addition, due to the large number of students and the large flow of people, the sterile room is ineffective, which also pollutes some students' experimental materials.
4.2 Increased the actual workload of teachers.
The designed experimental teaching has a larger workload and a longer duration than the single experimental teaching. In order to make full use of the equipment and relieve the pressure of insufficient laboratory equipment, the experimental mode of students' appointment and all-day opening was adopted within the specified time period. In order to do experiments well, students go to the laboratory whenever they have time, whether at noon or at night. Because students have not received such training before, teachers must be present to help students at any time, which requires teachers to make more contributions. In addition, due to the variety of materials used by students, teachers need to consult a large number of materials and do some preparatory experiments themselves in order to better guide students.
4.3 increased the cost of the experiment.
Experiments require students to prepare their own experimental materials and reagents, which consumes more experimental reagents and materials than teachers' unified preparation and increases the experimental cost. Moreover, because the experimental materials used by everyone are inconsistent, although the teacher canceled some expensive items when reviewing the design scheme, he still had to prepare various reagents and materials related to the experiment, which also caused a substantial increase in experimental expenses.
5 conclusion
Compared with classroom theory teaching, experimental teaching is more conducive to cultivating students' innovative ability. Laboratory is an important place for students to learn to find problems, solve problems and apply what they have learned, and it is also a practical base for cultivating innovative scientific research and application talents. However, it is not easy to have a good experimental class, and the comprehensive and designed experimental teaching needs to be further improved.
6 references
Li Jingping, Li Tao and Chang Dongsheng. Discussion on open experimental teaching mode [J]. Journal of Qiqihar Medical College, 2005,26 (7): 810-81.
[2] Li, Huang Dinan, Hou Gan. Discussion on the reform of biochemistry experiment teaching-experiment report based on paper [J]. Health Vocational Education, 2005,23 (15):100-1.
[3] Zhou Jun, Liu Ming, Cao. On the advantages of open experimental teaching [J]. Small and medium-sized enterprise management and technology, 2010 (1):107-108.
Han Zongxian, Xiang. Practice and Exploration of Open Experimental Teaching of Zoology [J]. Animal Husbandry and Feed Science, 2009(9): 135- 138.
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