An example of medical molecular biology course based on curriculum ideology and politics
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摘要: 专业课程思政教育是目前课程教学改革中的重点，医学专业学生的培养，不应仅是知识的传授，在传授医学专业知识的同时应注重学生的思政教育，将专业教育与学生政治信仰、强化生命意识、提高职业素养有机结合。高等医学院校肩负着培养国家未来医学人才的重要使命，其内涵式发展的核心是培养医德高尚、医术精湛的人民健康的守护者，因此在医学院校，尤其是针对专业课程开展课程思政意义重大。医学分子生物学课程是医学类专业的必修基础课，与临床、生命、健康等紧密联系，思政元素较为丰富，可为课程思政教育提供大量的案例和素材，然而，研究发现目前很多院校医学分子生物学课堂教学融入课程思政比较少，思政功能缺失。将思政教育融入医学分子生物学课堂，可以促进专业教育和思政教育的有机融合，增强医学类专业学生的文化自信、民族自豪感及专业认同感，实现立德树人的根本任务。本文以“基因诊断与基因治疗”为例，积极探索医学分子生物学课程思政的具体举措，深入挖掘课程中的思政元素，通过案例教学、启发式教学和讨论式教学，将思政元素自然融入医学分子生物学的课程教学中，在讲授知识的同时，引导学生树立正确的人生观、价值观、世界观和生命观，实现教书与育人的有机统一。Abstract: The integration of ideological and political education into the curriculum of professional courses is a key focus of current curriculum reform. In the training of medical students, while imparting medical knowledge, attention should also be paid to their ideological and political education, integrating professional education with students' political beliefs, strengthening their awareness of life, and improving their professional ethics. Medical colleges and universities shoulder the important mission of cultivating future medical talents for the country, the core of their connotative development is to cultivate guardians of the people ' s health with noble medical ethics and profound medical skills. Therefore, in medical colleges and universities, the significance of carrying out ideological and political education in professional courses is of great importance. Medical molecular biology is a compulsory basic course for medical majors, which is closely related to clinical medicine, life, health, and other fields, and rich in ideological and political elements, which can provide a large number of cases and materials for ideological and political education. However, research has found that many colleges and universities currently incorporate little ideological and political education into the medical molecular biology, resulting in a lack of ideological and political functions. Integrating ideological and political education into the medical molecular biology can promote the organic integration of professional education and ideological and political education, enhance medical students' cultural confidence, national pride, and professional identity, and achieve the fundamental task of cultivating virtue and nurturing people. This paper takes "gene diagnosis and gene therapy" as an example to actively explore specific measures for ideological and political integration in the medical molecular biology course, deeply excavate ideological and political elements in the course, and naturally integrate ideological and political elements into the teaching of medical molecular biology. Through case teaching method, elicitation method, and discussion method, so as to guide students to establish a correct outlook on life, values, world view and outlook on life while teaching knowledge, achieve the organic unity of teaching and educating.
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表 1 “基因诊断与基因治疗”中的思政元素
Table 1. The ideological and political elements in gene diagnosis and gene therapy
教师活动 学生活动 知识点 思政教育 设置情景：由安吉丽娜朱莉和姚贝娜同患乳腺癌确有不同的结果，让学生们展开讨论 针对安吉丽娜朱莉和姚贝娜所处的不同背景，根据个人认知进行讨论 基因与疾病的关系 1.生命价值的思考; 2.作为临床医生，医者仁心，始终把人民群众的生命健康放在首位 课堂讨论：谈谈对人类基因组计划的认识 人类基因组计划中中国的贡献，人类基因组计划完成后对人类疾病发生机制的认识的作用 基因诊断在疾病诊断中的优势 1.增强民族自豪感和文化自信; 2.技术的进步带给人民生活的便利，要利用科学进步为人民群众谋福利 通过观看刑侦片中的判断犯罪嫌疑人的方法展开讨论 从医学分子生物学角度讨论可以通过什么方式来辨认犯罪嫌疑人 基因诊断的样品来源 加强理论联系实践的应用 通过观看产前诊断的宣传片讨论基因诊断的优势 什么疾病可以通过产前基因筛查来进行诊断 基因诊断的应用 了解我国产前诊断方面的政策，增加民族自豪感和医者仁心的使命感 联系实际，新冠病毒携带者以及患者的诊断方法 讨论基因诊断的优势有哪些？还有哪些疾病可以通过基因诊断的方式确诊 基因诊断的优势 通过我国疫情防控的政策以及免费核酸检测和疫苗接种的力度，提升民族自豪感、作为临床医生的使命感 通过相关基因疾病以及致病病因的讲解，讨论基因治疗可以采用什么方法 讨论基因治疗策略的扬长指的是什么，补短指的是什么，扬善指的是什么，弃恶指的是什么 基因治疗策略 通过基因治疗策略的讲解，告诉同学们在生活中也要扬长补短，扬善弃恶，弘扬社会正气 讨论基因编辑婴儿事件 讨论在基因编辑婴儿事件中违反伦理的地方，在科学技术快速发展的今天应该怎么做，如果不加以限制会出现什么样的后果 基因治疗的前景与问题 通过基因编辑婴儿事件告诉同学们，科学技术是把双刃剑，需要正确认识和利用科学技术，为人类的发展贡献自己的力量 
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表 2 课程评价体系
Table 2. Curriculum evaluation system
一级指标 二级指标 三级指标 独立观看教学资源情况 自主学习情况 是否完整观看了章节视频(以平台数据统计为准) 是否完整查看了章节教学课件(以平台数据统计为准) 是否查看了章节导学(以平台数据统计为准) 是否查看了章节重难点(以平台数据统计为准) 网络课程平台上的讨论情况 无 以平台数据统计为准 在线测试习题成绩 无 以最终成绩为准 课堂上独立学习表现 无 能否独立分析老师分配的议题(组长评议) 是否围绕议题查找资料(组长评议) 是否根据问题查找解决方案(组长评议) 课堂团队协作学习表现 协作态度 态度是否积极(组员评议) 是否积极参与小组讨论(组员评议) 是否虚心采纳别人的意见(组员评议) 完成情况 是否完成了所承担的任务(组员评议) 有无给他人提出建议(组员评议) 配合情况 协作过程是否有默契(组员评议) 是否与别人共同商讨解决问题(组员评议) 是否认真听取别人的意见(组员评议) 沟通交流 是否积极主动与别人交流(组员评议) 沟通交流的问题是否与本课内容有关(组员评议) 任务分工 小组分工是否明确(组员评议) 任务是否按照每人的兴趣、能力进行分配(组员评议)
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