Through discussions, progress tracking and other activities, improve the ability to collect data, process data, and write thematic review reports.

Genetic engineering belongs to the frontier of biotechnology, and the teaching of this topic should first consider the basics. Teaching at the high school level is not to train experts, but to improve students' scientific literacy in an all-round way, so the focus should be on the knowledge, ability, ideology and emotion that play a fundamental role in the development of students. Ignoring this point and blindly pursuing the depth and thoroughness of knowledge will put the cart before the horse and affect the all-round development of students.

Another important principle of this special topic teaching is to improve on the basis of students' original knowledge and experience. It violates the gradual nature and easily makes students think that "genetic engineering is difficult to learn" and have the idea that "it is dangerous", and they are discouraged. Closely related to students' existing experience and life experience, as closely as possible to connect with the basic knowledge in the compulsory courses, step by step to lead students to the stage of this frontier of science and technology, students will be fascinated to devote themselves to learning.

When studying the content of this topic, we should not ignore the organic combination of knowledge and ability, emotional attitude and values. Emotional attitudes and values are the driving force for learning, and it is necessary to make use of the materials of major international scientific and technological achievements to broaden students' horizons and enhance their sense of urgency to work hard to make the country stronger, and to use the materials of major domestic scientific and technological achievements to cultivate their national spirit of unremitting self-improvement, so as to arouse their enthusiasm for learning.

2. The structure and characteristics of the teaching content

(1) Characteristics of teaching content

The content of this topic consists of a title map, "The Road to Scientific and Technological Exploration" and four sections.

The title image creates an artistic conception for learners. Watson and Crick's seminal discovery of the double helix structure of DNA and subsequent technological innovations gave birth to genetic engineering. The transgenic engineered bacteria, cattle, sheep, fish, tomatoes, bell peppers, morning glory, etc., displayed on the replicated DNA double helix structure, represent the research results of genetic engineering in three important aspects: transgenic microorganisms, transgenic animals and transgenic plants. On the basis of the above picture, the theme of genetic engineering is pointed out: "Genetic engineering is strictly designed according to people's wishes, through in vitro DNA recombination and transgenic technology, to endow organisms with new genetic characteristics, and to create new biological types and biological products that are more in line with people's needs." "This picture is not only profound, but also very vivid.

"The Road of Scientific and Technological Exploration: The Development of Basic Theories and Technologies Gave Birth to Genetic Engineering" is the prelude to the main text. Without the research results of basic theories and technological innovations, genetic engineering could not have been born and could not have risen rapidly. It is divided into two parts: one part introduces the results of basic theoretical research, and the other part introduces the various operating methods invented at the technical level. The editors have selected these most important achievements, the purpose of which is to enable students to understand that innovation is an inexhaustible driving force for the development of science and technology from the historical facts of science and technology.

Topic 1: Genetic Engineering: The reference hours of this topic are 7 class hours, including 2 class hours for the first session "Basic Tools of DNA Recombinant Technology", 2 class hours for the second session "Basic Operating Procedures for Genetic Engineering", 2 class hours for the third session "Application of Genetic Engineering", and 1 class hour for the fourth session "The Rise of Protein Engineering".

The characteristics of this topic are analysed as follows.

1. Throughout the chapter, it reflects the brilliance of innovation and development

Throughout the road of scientific and technological exploration and the content of the four sections in this chapter, it is clearly revealed

It shows that theoretical innovation and technological progress are the leading factors promoting the advent and rapid development of genetic engineering. For example, in "The Road of Scientific and Technological Exploration", the discovery of basic theoretical research and related operational tools gave birth to genetic engineering. In the "Basic Operating Procedures of Genetic Engineering", the invention of PCR gene amplification technology has raised genetic engineering to a new stage. Due to the continuous innovation and improvement of gene introduction methods, genetic engineering technology has achieved fruitful results in the fields of microorganisms, plants and animals. In "Application of Genetic Engineering", we can not only see the application of transgenic technology in microorganisms, plants, and animals, but also see that this technology has developed into the fields of medicine and health such as genetic engineering drug treatment and gene therapy. In "The Rise of Protein Engineering", it is described that although genetic engineering has been fruitful, it still cannot meet the more requirements of developing life and production, thus giving rise to the second generation of genetic engineering, protein engineering. Although the time from the birth of genetic engineering to the present is short, the content included has reflected the spiritual brilliance of human beings who are constantly pioneering and innovating and constantly seeking development.

2. Reading between the lines – embodying the educational idea of "Science, Technology, Society (STS)".

In "The Development of Basic Theories and Technology Gives Birth to Genetic Engineering", the relationship between science and technology is illustrated with selected historical facts. In "The Basic Tools of DNA Recombinant Technology", "If you want to do a good job, you must first sharpen your tools" once again shows that science and technology are twin brothers. In the "Basic Operating Procedures of Genetic Engineering", a series of steps such as the acquisition of target genes integrate social needs, basic theories and advanced technologies. In "The Application of Genetic Engineering", the needs of society promote the rapid development of science and technology, and the rapid development of genetic engineering promotes the continuous progress of society. The section "The Rise of Protein Engineering" shows that the higher needs of society call for the re-innovation of science and technology - the rise of the second generation of genetic engineering.

3. Perception presentation method - embodies the principle of "simplicity, image, and temptation".

Due to the "high" and "new" content of genetic engineering, if it is not handled well, it will increase the difficulty of learning, make students regard high technology as a daunting path, and cause teaching to be a mere formality. In the road of scientific and technological exploration, the main content of its basic theories and technological innovation is presented to students, and its basic tools are introduced to students in "Basic Tools of DNA Recombinant Technology". In the "Basic Operating Procedures of Genetic Engineering" and "Application of Genetic Engineering", the backbone is presented, the branches are cut, and the non-backbone content is presented in the form of data cards, expanding horizons, etc., so as to achieve the main and secondary.

For genetic engineering, students are less exposed, and for this reason, another way of presenting the teaching content is visualization. When the text description feels abstract, the text is accompanied by illustrations, and strive to be full of pictures and texts. Use analogies to "visualize" the incomprehensible nouns and concepts in the text. For example, the genome library is compared to a national library, and the cDNA library is compared to a city library, so that it is easier for students to understand and grasp.

"Simplicity" and "image" are not intended to reduce the intensity of students' intellectual participation, on the contrary, "simplicity" leaves students time and space for thinking. "Image" creates a situation for students to think collaboratively between the left and right brains. To this end, in the teaching content of this chapter, combined with pictures and texts, some corresponding questions are raised to induce students to think

Examinations, so as to guide the attention of learning from simple rote memorization to analytical, critical, innovative and other abilities that are conducive to students' lifelong development. For example, in the simulation process, students are guided to think further about the function of specific restriction enzymes and the sites of action of DNA ligases by asking questions. For example, when learning about restriction enzymes, asking the question "the role of restriction enzymes in prokaryotes" is to create a problem situation for students, so as to open up ideas for a deeper understanding of the role of restriction enzymes in living organisms.

(2) The structure of the teaching content

Newspapers, magazines, radio, television and other media have introduced genetic engineering technology. High school students already know more or less about genetic engineering, knowing that human growth hormone genes can be expressed in carp, which makes carp grow rapidly, and that fish in cold waters can be expressed in plants, so as to breed plants with high cold resistance...... Thanks to the birth of genetic engineering, the exchange of genes between microorganisms, animals, and plants has been realized, and all kinds of wonderful ideas that were previously impossible for human beings will become reality. In real life, genetically modified organisms (GMOs) have also come to people's lives: oil from genetically modified soybeans is displayed in supermarkets, genetically modified insect-resistant cotton is grown in fields, and insulin produced by genetically modified microorganisms is sold in drug stores...... It can be said that the above content is a relatable experience for students to learn new knowledge.

There are also some knowledge that has been learned in the compulsory courses that can be used as a prelude to learning new knowledge.

When learning about restriction enzymes and DNA ligases, it can be closely related to the knowledge of DNA structure in the compulsory textbook. With the basic knowledge of DNA structure, the functions of these two enzymes can be better understood.

When learning about the gene of interest, it can be linked to the process of DNA-directed protein synthesis in the compulsory textbook. In this way, students can understand why testing is carried out at three levels: (1) to detect whether the GMO has inserted the gene of interest, (2) to detect whether the gene of interest transcribes mRNA, and (3) to detect whether the gene of interest is translated into protein.

When learning about the genome library, you can connect with the content of the Human Genome Project in the compulsory book to gain some perceptual understanding. When learning cDNA libraries, it is necessary to connect with the knowledge of DNA transcription: after obtaining mRNA, use it as a template, reverse transcription can obtain a single strand of DNA, and then use a single strand as a template to synthesize double-stranded DNA.

When learning PCR amplification techniques, you can link the content of DNA replication in the required textbook.

When learning the application of genetic engineering, students should be encouraged to take the initiative to connect with specific examples in local production and life, and guide students to think about using genetic engineering methods to solve practical problems.

Much of the content of this topic is closely related to other topics. With regard to genetically modified organisms, students should be guided to take the initiative to study the topic of "Safety and Ethical Issues in Biotechnology" on the basis of learning technical knowledge. The content of embryo transfer technology in "Embryo Engineering" can enable students to have a more thorough understanding of the cultivation of transgenic animals. Plant cell culture technology is introduced in "Cell Engineering", which is an important part of the introduction of target genes into plant cells and the cultivation of transgenic plants. In addition, when studying the content of this topic, pay close attention to the ecological and environmental problems presented in the special topic of "Ecological Engineering", and think about using the method of genetic engineering to solve the problems that are difficult to solve with conventional technology in ecological and environmental problems.

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