摘要
Karyoplast与Nuclear body是不同的概念,国内细胞生物学教材、部分生物学词典的对应中文翻译存在概念冲突、混乱的现象。大陆名词审定委员会建议"核体"对应Karyoplast的翻译,但这种表达不够准确和贴切,同时缺乏对Nuclear body的收录,容易导致科研和教学使用不规范。文章对相关科学名词进行概念辨析并提出相应教学建议。通过采用问题导入、辨析式、研讨式教学以及BOPPPS教学模式开展这部分内容的教学,实践发现正面面对这些问题有助于培养学生的科学精神。
The concepts of ＂ Karyoplast＂ and ＂ Nuclear Body＂ are different, there are conceptual con- flict and disordered phenomenon in the corresponding Chinese translatbn of the textbooks of biology and part of biology dictionary. In China's Mainland,＂ Nuclear body＂ is translated to ＂ Karyoplast by the noun authorized committee, but this expression is not Accurate and appropriate, and ＂ Nuclear Body＂ is not included. It eas- ily leads to irregular usage of scientific research and teaching. The paper makes concept definition about the relevant scientific terms and proposes the countermeasures. Carrying out the teaching through problem -based learning, differentiate and analyse, and discussion - based teaching, and BOPPPS teaching model. Practice shows that facing these problems can cultivate students＂ scientific spirit.
出处
《高等理科教育》
2016年第1期114-119,共6页
Higher Education of Sciences
基金
国家自然科学基金(项目编号:31000292)
2011年陕西省高等学校省级特色专业建设项目"西北农林科技大学生物科学"(项目编号:070401
项目文号:陕教高[2011]42号)
西北农林科技大学本科优质课程建设项目"细胞生物学"(项目编号:办教发[2012]39号)
西北农林科技大学教学改革研究项目(项目编号:JY0902074)
关键词
核质体
核体
科技名词
中文概念冲突
教学
Nuclear body
Karyoplast
scientific and technological terms
Chinese conceptual con-flict
teaching
作者简介
李绍军（1977-）男，湖南湘乡人，讲师，博士，主要从事细胞生物学教学与研究．
