Application of the SOLO Taxonomy in High School Biology Classroom Instruction: A Case Study of Acquiring and Amplifying Target Genes Using PCR

1. Introduction

Under the background of the new curriculum reform, the purpose of high school biology teaching is not only to let students master the relevant theoretical knowledge of the discipline but more importantly, to let students link theory to practice, and constantly improve their ability to analyse, investigate and solve problems, to comprehensively improve the overall quality of the students and disciplinary literacy (Wang, 2023). The SOLO Taxonomy is an important theory focusing on the cognitive development level of students, and it can help teachers diagnose the degree of cognitive level of learning of students and optimize the design of teaching content. SOLO Taxonomy is an important theory focusing on the cognitive development level of students, which can analyze students’ thinking structure from single to multiple, intuitive to abstract, and help teachers diagnose the cognitive level of students’ learning and optimize the design of teaching content. In the high school biology curriculum, ‘using Polymerase Chain Reaction (PCR) to obtain and amplify target genes’ is the core content of the genetic engineering chapter, which is both the hot spot of the college entrance examination and the difficulty in students’ learning, and students’ understanding of the PCR process has shortcomings because this part of the content is mainly to examine the students’ logical thinking and scientific investigation ability. Based on high school biology classroom teaching, this study takes SOLO Taxonomy as the core, designs and implements the teaching process of ‘using PCR to obtain and amplify target genes’, and selects the classes with the same initial level to carry out the teaching practice through the experimental research method, and then detects whether there is a significant difference between the control group and the experimental group with the help of post-test questions. Then, with the help of post-test questions, we tested whether the control group and verified that SOLO Taxonomy has certain feasibility and effectiveness in high school biology classroom teaching according to the post-test results.

2. Theoretical study of SOLO classification

SOLO Taxonomy is a kind of assessment theory proposed by John Biggs et al. to distinguish students’ thinking levels and hierarchical characteristics (Gan, 2024). SOLO is translated as “Structure of the Observed Learning Outcome,” which is an abbreviation of “Structure of the Observed Learning Outcome” (Niu, 2023). SOLO Taxonomy is based on the analysis of students’ responses to a specific problem, and at the same time, it can classify the level of thinking achieved by students in problem-solving from low to high in five basic structural levels (Tian, 2021). Pre-structural level (P): The student has no understanding of the problem. Unistructural level (U): students have a little understanding of the problem, but only slightly. Multi-structural level(M): students have more understanding of the problem, but are still incomplete. Relational Structure (R): Students have an overall grasp of the problem and can solve the problem independently. Extended abstraction level (EA): students not only have an overall grasp of the problem but also can abstract the problem to make it applicable to new problem situations (Pan, 2020). In summary, SOLO Taxonomy can classify students’ thinking level, problem mastery, and problem-solving ability level when solving problems, which provides important theoretical guidance for teachers to design the teaching process link and the evaluation link of classroom practice effect.

In recent years, many scholars have studied SOLO Taxonomy. When students encounter specific problems, it is considered that their levels of thinking can correspond to learning behaviours based on the SOLO classification theory, pointing to different cognitive structures (Su, 2022). A multidimensional view of implicit thought development through the SOLO classification theory and a description of it in verbal words (Fang, 2021). The first three levels of the SOLO classification theory are classified as "quantitative" accumulation, and the last two levels are classified as "qualitative" improvement (Dong, 2022). Identify the mental age stage of the student through the SOLO classification theory to address the realities encountered in the developmental stages (Yan, 2021). Evaluation of students' hierarchy of thinking through SOLO classification theory for the development of points, lines, surfaces, bodies, and systems (Xu, 2023). By analysing the literature on SOLO Taxonomy, this study found that the research involves thinking hierarchy, developmental orientation, structural evaluation, etc., focusing on the practical application of SOLO Taxonomy, which promotes the design and implementation of classroom teaching and can provide a theoretical reference for teaching.

In summary, SOLO Taxonomy focuses on student thinking and is explored in depth in several areas. It links students’ learning behaviours and thinking levels and solves teaching problems according to students’ psychological age characteristics. It can stratify the thinking structure from multiple dimensions and apply it to the analysis of teaching materials, the analysis of learning conditions, and the design of the teaching process. This theory can accurately grasp the cognitive level of students and solve practical problems, providing a key perspective and practical method for biology education research.

3. The application of SOLO Taxonomy in high school biology classroom teaching

With the deep reform of education and teaching, the research on SOLO theory is no longer limited to the level of thinking and teaching evaluation, test evaluation, and a large number of scholars have also carried out empirical analyses of SOLO Taxonomy in the classroom, specifically in implementation and the actual application of the teaching process.

In mathematics education, SOLO Taxonomy is combined with cardinality teaching to design a cognitive structure diagnostic method that is differentiated and highly suited to the essential characteristics of the assessment content (Hu, 2021). In the development of higher-order thinking in chemistry for high school students, the use of SOLO Taxonomy has optimised the design of teaching and improved the level of students’ chemical thinking (Chen, 2022). Based on SOLO Taxonomy, the learning activities of high school English group reading were optimised to efficiently cultivate students’ thinking quality, cultural awareness, and learning methods (Jiang, 2024). Through the SOLO Taxonomy in the ‘fractions multiplied by fractions’ lesson focusing on teaching key points, breaking through the difficult points, and developing students’ mathematical thinking level (Hu, 2022). The use of SOLO Taxonomy to guide classroom learning activities makes the design of activities simpler, changes classroom teaching from active learning to interactive learning, and encourages students to realise their thinking progress in task groups or problem chains (Xiang, 2023). In the process of students’ language learning, different levels of teaching activities are designed through the SOLO Taxonomy to visualise the development of thinking, which in turn develops students’ core literacy (Feng, 2025). Combined with the above examples of scholars applying SOLO Taxonomy to specific classroom teaching, the theory is found to be of practical value for the diagnosis of students’ learning situation, optimisation of teaching design, the guidance of the teaching process, and promotion of students’ thinking level.

The classroom is an important field for the generation and development of students’ thinking (Fan, 2022). High school biology textbook content knowledge points are too fragmented. If, according to the order of the textbook, arranged chapter by chapter, board by board lecture, they often ignore the logical relationship between knowledge. Because teachers face the whole class of students in regular classroom teaching, they cannot adjust the teaching strategy according to the differences in the cognitive level of students, which ultimately leads to insufficient hierarchical teaching. SOLO Taxonomy has the characteristics of spiral and hierarchical (Fan, 2021). According to this characteristic, the knowledge of the chapter to be taught is sorted out according to the relationship of gradual progression from shallow to deep to achieve the function of improving the logical connection between knowledge points. The use of step-by-step explanations and the design of problem scenarios in the classroom can make students’ mastery of the content more solid and also enable students to better judge their level of understanding of knowledge. Next, this study will use the SOLO Taxonomy as the basis for the application of high school biology classroom teaching investigation. The purpose of the study is to train teachers to be able to adjust the curriculum promptly according to the differences in the cognitive level of the learners. This will make the context of classroom implementation, the goal system of teaching activities, and the implementation path more systematic and more suitable for the physical and mental development of learners.

3.1 Analysing the content of teaching materials based on SOLO Taxonomy

Textbooks are a kind of important material for teachers to design teaching and improve students’ core competence (Hong, 2024). Using SOLO Taxonomy to analyse and integrate textbook content and knowledge points, it can classify them into different thinking levels, help teachers to better sort out the logic and connection of knowledge, and construct a suitable knowledge framework to better enable students to absorb what they have learned.

‘The use of PCR to obtain and amplify target genes’ is the content of Chapter 3 of the Selective Biology Compulsory 3 of high school biology, “the basic operating procedures of genetic engineering.” The content analysis of the ‘use of PCR to obtain and amplify the target gene,’ the knowledge system of PCR (Fig. 1). This part of the content is the core of genetic engineering operations, not only in the previous section on the ‘basic tools of recombinant DNA technology’ in the restriction endonuclease, DNA ligase, vector as a tool, but also for the next section of the ‘construction of gene expression vectors’ steps Provide raw materials - target genes, play a key role in the beginning and the end.

Figure 1: Knowledge structure of “PCR technology”

According to the principle of SOLO Taxonomy, combined with the content of Figure 1, the content of the chapter was analysed and integrated, and the specific analysis (Table 1). According to the hierarchical characteristics of SOLO Taxonomy from shallow to deep, we analyse the teaching materials of ‘obtaining and amplifying target genes by PCR,’ and design the contents of the textbook with different levels of difficulty into a knowledge structure that meets the development level of the students’ thinking, to facilitate the students to complete the progression from a uni-structural to extended abstract structure.

Table 1: Content analysis of biology textbooks based on SOLO Taxonomy

3.2 Learning situation analysis based on SOLO Taxonomy

Learning situation analysis refers to understanding students and analysing students’ characteristics, to accurately tailor the teaching to the students and effective teaching, which includes the students’ knowledge background, learning attitudes, and psychological state, to predetermine the direction of teaching (Ma, 2023). The core of the SOLO Taxonomy is to construct the hierarchy of thinking levels. Therefore, when analysing the learning situation of students in the class, the overall level and characteristics of thinking should be used as an entry point to determine the starting point and end point of the cognitive state.

According to the SOLO Taxonomy, the content of the section ‘obtaining and amplifying target genes by PCR’ was analyzed. At the high school level, students have learnt about the structure of DNA in Chapter 3, Section 2 of Compulsory Study 2, and their understanding of DNA has changed from abstract and vague to concrete and intuitive, which provides a solid basic knowledge of the target product DNA amplified by PCR. At the same time through the compulsory 2, Chapter 3, Section 3, students understand the process of DNA replication in the organism, the principle of DNA replication, the conditions required and the specific replication process has a knowledge base, students can better understand the PCR amplification process in this section denaturation, reversion, extension of the role and purpose of denaturation, replication and extension in the PCR amplification process in this section.

Therefore, this section of the content of the teaching should be in the students of DNA in vivo replication has a certain basis, combined with SOLO Taxonomy, gradually put forward different thinking level grade problems, from the original knowledge as the basic lead to new knowledge, to guide the students will be the knowledge of DNA in vivo replication migrate to the use of PCR technology DNA in vitro replication of this part of the contents of the gradual formation of a complete system of knowledge.

3.3 Determination of teaching objectives based on SOLO Taxonomy

Teaching objectives are important indicators pointing to the core literacy of the discipline. Designing teaching objectives is an important part of the instructional design process, as well as the basic work of designing teaching strategies, testing teaching effects, and regulating the teaching process (Li, 2023). Teaching objectives should not only further refine the objectives of the course, but also guide teachers to carry out classroom teaching activities, and at the same time, it is also a reasonable expectation of students’ learning outcomes. This expectation should be observable, measurable, and assessable. SOLO Taxonomy is divided into five levels: pre-structural, single-point structural, multi-structural, relational structure, and extended abstract structural, with progressive levels, which identify the structure of the learning outcomes as the ordering from simple skills to complex skills. Based on the SOLO Taxonomy in, determining the teaching and learning objectives should focus on their translation, so that teachers can develop teaching and learning objectives that are in line with the student-centered teaching and learning objectives. These objectives are designed to make it easier for students to understand the material and to guide them in specific ways of learning behaviour. Based on the different levels of SOLO, the content of the textbook is sorted out, the main learning objectives are designed (Table 2), and then the learning objectives are refined into more detailed learning tasks to provide pedagogical guidance for the design of the teaching process.

Table 2: Hierarchical design of SOLO teaching objectives

3.4 Teaching process design and implementation based on SOLO Taxonomy

3.4.1 From pre-structural level to uni-structural level

The content of this section follows the screening and selection of target genes in the first lesson of the ‘basic operation of genetic engineering,’ and in the design of the teaching process, the acquisition of the Bt insecticide resistance protein gene in the previous section is continued as the introduction to carry out the study of this lesson.

Scenario: Bacillus thuringiensis has a gene fragment that can express a Bt insect-resistant protein, and in the breeding process of transgenic insect-resistant cotton, scientists artificially synthesized the Bt insect-resistant protein gene and rapidly amplified the target gene by PCR.

Pre-lesson task: Students independently preview the relevant paragraphs of the textbook PCR technology, understand the principles of PCR technology, the basic conditions required, and the purpose of PCR technology, and think about the question of how scientists can quickly target genes through PCR.

Design intention: Teachers through the scenario information to arouse the interest of students, so that the students of PCR can amplify the phenomenon of the target gene have questions, they read the relevant paragraphs of the textbook with the questions, can be the textbook to the text form of visual display of the PCR principle, conditions, the purpose of the content of the formation of a certain knowledge. This will enable the students to establish the initial knowledge framework of PCR in their minds and complete the progress from the pre-structural level to the uni-structural level.

3.4.2 From uni-structural level to multi-structural levels

Teachers play the video of the PCR amplification process through multimedia, so that students can establish a logical connection between the three independent concepts of the PCR principle, conditions, and purpose through the amplification process. Then the teacher throws out the questions: how do the various components needed for PCR play specific roles in the amplification process? What is the relationship between the products obtained from PCR amplification and the target genes amplified? Students discuss in small groups.

Design intent: The essential difference between a multi-structural and a uni-structural is that students can understand the problem from multiple perspectives, and the latter can interrelate multiple related knowledge points with what they have learned. Therefore, the goal of this stage is to take students as the main body and group as the unit. After students familiarise themselves with the amplification process of PCR through the video, the group will discuss with each other, so that students can explore the roles of deconjugating enzyme, DNA mother strand, 4 deoxyribonucleotides, DNA polymerase and primers from multi-dimensions and discuss the quantitative relationship between amplification products and the number of cycles.

3.4.3 From the level of multipoint structures to the level of relational structure

The teacher draws a diagram of the process of DNA semi-conserved replication on the blackboard (Fig. 2), so that students can analyse the similarities and differences between the in vivo replication of DNA and the in vitro replication of PCR content regarding the conditions and process of DNA, and so that they can draw a diagram of the process of PCR triple amplification on their own, combining the following questions. The teacher asks the following questions before students draw the diagrams: (1) What method is used to amplify DNA in vitro so that the double strand is unwound and the hydrogen bonds are broken? (2) Why are primers needed in in vitro amplification? Answer in the context of the characteristics of DNA polymerase. (3) Where does the primer bind to the base complementary pair of the parent strand? What is the direction of extension of the daughter strand? (4) Observe what are the characteristics of the product DNA after the third cycle is drawn? Are they all double-stranded, equal-length DNA? (5) Observe the direction of extension of the daughter strand in the plotted amplification product to the lengths of the two single strands in the double strand of DNA, and summarise the differences from the DNA replication product.

Figure 2: Schematic diagram of DNA semi-conserved replication

Design intent: the level of the relational structure requires that students need to have an in-depth understanding of this section of the course, to establish their knowledge framework in the cognition, and to enable them to use their understanding of knowledge to complete the refinement of the knowledge points of the PCR amplification process, and ultimately draw their independent drawings of the process of the PCR three amplification diagrams. Therefore, at this stage, to enable students to complete the transition from multi-structural to relational structure, students are allowed to summarise the similarities between DNA in vivo replication and PCR in vitro amplification using observing the diagram of the replication process of DNA, and the same time, they can also find out the differences between PCR in vitro amplification and DNA in vivo replication in a more intuitive way. Guiding students to combine the new knowledge learned in this section with the old knowledge, and then the differences between PCR amplification and DNA replication, designing questions from shallow to deep through the thinking level, and listing them on the blackboard by the teacher. So that the students, through the questions led to the conclusion that PCR, although it is a technology based on the principle of DNA semiconserved replication, is not the same as its process. Because DNA polymerase cannot directly link deoxyribonucleotides into a single strand, a small section of short single-stranded nucleic acid that can complementarily pair with the bases of the DNA template strand is needed as a primer in vitro, thus serving as the basis for the unfolding and extension of the daughter strand. Students link the similarities between the two and complete the drawing by supplementing it with a diagram of the process of DNA replication. Eventually, students are guided to observe the characteristics of the PCR products and compare them with the products of DNA replication to find out the differences and get the mathematical model between the number of PCR amplifications and the products, completing the transition from a multi-structural to a relational structure.

3.4.4 From the level of relational structure to the level of extended abstract structures

After the students have completed the drawing of the PCR amplification process and analyzed the phenomenon of the products, the teacher raises the question ‘the target gene amplified by PCR is a DNA fragment with genetic effects, can mRNA be amplified by PCR’, providing the direction for the students to carry out the next round of problem exploration. Under the guidance of the classroom, students review the principle and purpose of PCR, and make it clear that PCR is based on the principle of half-conserved replication of DNA, and its function is to make a large number of copies of the nucleotide sequence of the target gene, so that students can conclude that PCR can only replicate the fact that DNA.

Teachers ask questions on this basis: What is the relationship between mRNA and DNA? Is it possible to use the connection between the two to amplify mRNA indirectly by amplifying DNA? Lead students to explore the possibility of PCR amplification of mRNA through gene expression-related content.

Because in the implementation of this teaching process, the problem may involve the integration of the contents of multiple textbooks, which is difficult, the teacher needs to set specific tasks to provide students with ideas: (1) Through the analysis just now, what kind of connection is there between DNA and mRNA? (2) PCR can only amplify DNA, not directly amplify mRNA, can it make RNA into DNA? (3) Thinking about the process of question (2), what specific conditions are needed? What steps are needed to carry out the actual operation? (4) Combine the above questions and write a preliminary idea of PCR amplification of mRNA.

Finally, the teacher will show the specific operation steps of PCR amplification of mRNA shown (Fig. 3), and the students will compare, check, and perfect their ideas, draw the correct operation process, and complete the teaching task of this lesson.

Figure 3: Specific procedure for PCR amplification of mRNA

Design intention: Extended abstract level requires students to be able to connect relevant knowledge to solve practical problems, and at the same time requires them to have the ability to discover the essence of biological knowledge in new problem scenarios. The content of this stage is designed to enable students to master the PCR amplification process based on completing the transfer of the application of this part of the content and be able to reorganise their knowledge framework based on problem scenarios. Because the amplification of mRNA by PCR is a difficult point in the textbook, in the specific teaching, the teacher needs to help students review and connect the existing knowledge system through the presentation of problems to make the students integrate the knowledge and solve the corresponding problems, to achieve the purpose of strengthening the students’ innovative ability. In the design process of the task, the core is to let students understand the relationship between DNA and mRNA, by guiding students to review the reverse transcription and the conditions required to lead them to complete the process of reverse transcription, to get the hybrid double-stranded DNA chain, and let them be able to select the DNA chain as the template chain for PCR amplification, to achieve the purpose of the indirect amplification of mRNA, so that the students’ level of thinking to complete the transformation of the structure of the correlation to the extended abstract level.

4. Evaluation of the Effectiveness of SOLO Taxonomy in High School Biology Classroom Teaching

4.1 Establishment of teaching practice classes

In this study, the sophomore class 19 and class 23 of the first senior high school in X county are listed as experimental research subjects, through teaching practice, to verify whether SOLO Taxonomy is effective in the high school biology classroom. The class levels of class 19 and class 23 are both at the level of Tsinghua class in the school, with a comparable level of student population and the same teaching progress. The author tested the pre-test paper for the two classes separately and counted the test results.

The preparation of the pre-test paper mainly selected the ‘basic tools of recombinant DNA technology’ and ‘DNA replication’ two chapters, the content of the principles of DNA replication, raw materials and steps, and the basic tools of genetic engineering part of the knowledge, is to learn the PCR It is a pre-requisite for learning PCR. The pre-test questions were used to diagnose whether the students of the two classes were at the same level of thinking and basic knowledge before learning the course ‘Acquisition and amplification of target genes by PCR.’

Statistics on the performance of the pre-test yielded a mean difference of 0.92 between the pre-test scores of the two classes (Table 3), while the data were analyzed with the t-test of independence using SPSS27.0, and the significance (two-tailed) was 0.695>0.050, which indicated that there was no significant difference in the degree of mastery of the pre-test knowledge of the practical content and comprehension of the target classes. Therefore, class 19 was set up as the experimental group and was taught in the teaching mode guided by SOLO taxonomy theory; class 23 was set up as the control group and was taught in the conventional mode.

Table 3: Statistics of pre-test performance groups of Class 23 and Class 19

4.2 Evaluation modalities

In this study, to evaluate the application of SOLO Taxonomy more comprehensively, the experimental group and the control group were uniformly tested with post-test questions at the end of the teaching practice. The posttest was developed based on the core concepts of the chapter ‘Acquisition and amplification of target genes by PCR,’ which was adapted from the core concepts of the proposition statement list prepared by Chen Zhenpeng. The test questions were closely related to the knowledge points of the textbook and conformed to the SOLO Taxonomy level, and the question types included judgment questions, double-choice questions, and fill-in-the-blank questions. Through these three types of questions, the experimental group and the control group were analyzed to verify the effectiveness of SOLO Taxonomy in classroom teaching.

4.3 Analysis of performance on post-test questions

The number of participants in the experimental group and the control group who participated in the testing of post-test questions was 52 and 51 respectively, and the author graded and counted the post-test papers and analyzed the data through SPSS27.0, obtaining the specific data (Table 4), to verify whether there was a significant difference in the performance of the experimental group and the control group.

Table 4: Statistics of post-test performance groups of the control group and the experimental group

From the data of post-test scores, it can be seen that the post-test means of the experimental group and the control group were 67.46 and 59.08, respectively, and from the mean, the experimental group was higher than the control group by 8.38, which indicates that there is a certain gap between the two classes. Meanwhile, the independent samples t-test was conducted on the post-test scores of the experimental and control groups, and the significance (two-tailed), which is the p-value for detecting whether the difference between the data of the control group and the experimental group is significant or not, was shown to be 0.030<0.050, which indicates that the post-test scores of the two classes conformed to the level of significance difference.

Table 5: Response styles allowed in SOLO post-test questions

In this study, to further verify the effectiveness of SOLO theory in high school biology classrooms, the author classified the post-test answers of the experimental group and the control group with the help of Gottman’s scale, classified the students’ answers into response styles, and calculated the proportion of class size accounted for by each response style (Table 5). From the table, it can be seen that the experimental group conformed to the SOLO classification structure of the total of five response styles, with a proportion of 3.8%, 15.4%, 9.6%, 11.5%, and 32.7%, respectively, and the proportion of the five reaction styles in the control group is 3.9%, 31.4%, 15.7%, 13.7%, and 13.7%, respectively. Where [0,0,0,0], [1,0,0,0], [1,1,0,0], [1,1,1,0], [1,1,1,0], [1,1,1,1] corresponded to the five structural levels of P, U, M, R, and EA, respectively, in SOLO Taxonomy. As can be seen from the percentage of data of various permissible response styles, the proportion of the experimental group reaching the EA level was 32.7%, significantly higher than that of the control group, 13.7%, which once again verified that the SOLO Taxonomy has a certain practical value in classroom teaching.

5. Conclusions

This study connects SOLO Taxonomy with high school biology classroom teaching, constructs the teaching framework through different levels of SOLO structure, and designs the teaching objectives hierarchically to achieve precise guidance for students’ cognitive development level. Practice shows that this model significantly improves the teaching effect in the classroom and increases students’ understanding of knowledge, especially in the teaching of PCR experimental operation, DNA replication and other concepts, which is a more significant increase in students’ performance than the traditional teaching model, which side by side confirms the practical value of SOLO Taxonomy in biology classroom teaching. However, in the process of teaching practice, it was found that teachers’ understanding of the SOLO hierarchical standards, the understanding of the content of the textbook, the allocation of classroom teaching time and other factors have a crucial impact on the teaching effect, and the present study only focuses on a single teaching topic, which is a certain limitation. Subsequent studies can expand the scope and combine it with more teaching content and scenarios to further explore the in-depth integration of the theory with classroom teaching and students’ cognitive laws to accumulate more empirical information for the study of the practical application of SOLO Taxonomy in high school biology classroom teaching.

To sum up, applying the hierarchical structure characteristics of SOLO Taxonomy from shallow to deep in classroom teaching can optimise and guide the design of the teaching process, teaching objectives, and content of teaching materials, and provide new ideas and methods for the reform of biology teaching.

Author Contributions: All authors contributed to this research.

Funding: See acknowledgements below.

Conflict of Interest: The authors declare no conflict of interest.

Informed Consent Statement/Ethics Approval: Not applicable.

Declaration of Generative AI and AI-assisted Technologies: This study has not used any generative AI tools or technologies in the preparation of this manuscript.

Acknowledgments: This work was financially supported by the Graduate Education Reform Project of Henan Province (2023SJGLX278Y), Project of Institute of Tutor Team Construction in Henan Province (2024YJZX13); Postgraduate Education Reform and Quality Improvement Project of Henan Province (YJS2023SZ24); UGS Teaching Reform Research Project of Xinyang Normal University's Basic Education "Strong Teacher Plan" (2022- GTTYB-04); Research Project on Teacher Education Curriculum Reform of XYNU (2022011, 202420); Model Course on Ideological and Political Education of XYNU (Genetics); Research and Practice Project on Higher Education Teaching Reform of XYNU(2024046).