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分子生物学实验课程对培养学生科研能力至关重要，然而，目前常规教学重动手能力，而忽略科研思维的培养。本文以证明 " 突变beta-catenin 促进结肠癌细胞增殖" 为例，探讨PBL教学法在分子生物学实验教学中的实际应用。与传统孤立地讲授和实施常见分子生物学实验技术不同，该PBL（problembased learning）法通过证明"突变beta-catenin 促进结肠癌细胞增殖" 这一科学问题将DNA 提取、PCR、质粒克隆和提取、核酸电泳、胶回收、蛋白提取、Western Blot、细胞转染等实验技术有机的统一起来，强化了实验技术解决实际问题的针对性和各个方法之间的内在联系，增强了学生学习的积极性，同时也大大提高学生发现问题、综合分析问题和解决问题的科研能力。

英文摘要:

Molecular biology experiment training is essential for establishing the research ability. However, current teaching methods mainly focus on the practical ability and neglect thinking ability. In this study, we discussed the application of PBL teaching model in the biology experiment teaching by confirming that the idea "mutated beta-catenin promotes colorectal cancer cell proliferation". Compared with the traditional method, in which DNA isolation, PCR, plasmid construction and purification, DNA electrophoresis, gel extraction, protein isolation, western blot and transfection are taught separately, PBL teaching model combines these different techniques to solve a scientific problem. The PBL teaching method delivered as much information as traditional method. In addition, the PBL method stressed the connection among these different techniques and their putative implication in research. With the PBL teaching method, the learning passion was greatly motivated. In summary, PBL teaching method significantly improves efficacy of teaching, which would provide some clues for biology experiment teaching reform.

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