Abstract: In the teaching practice of “Genetics Course Design”, a project-based teaching reform plan was developed using the “study of the regulatory mechanism of fungal laccase expression” as a simulated project. The main goal is to use scientific problems as a guide, integrate project-based teaching throughout the entire teaching process, and achieve the course design concept of “integrating theory with practice”. Specific measures include optimizing teaching objectives and focusing on students’ substantive learning outcomes; adopting a three-stage integration model of “pre-class, in-class, post-class” for instructional design, emphasizing the implementation of the entire course project process, cultivating students’ research practice ability and problem-solving skills; adopting a “research + teaching” model, introducing the latest research findings, and cultivating students’ advanced learning abilities; realizing the full-process and diversified assessment of course assessment indicators. The results of teaching practice demonstrate that the course design based on project-based teaching significantly enhances students’ initiative and enthusiasm for learning, improves students’ overall quality, and also significantly enhances teaching quality.

Key words: teaching reform, course design, genetics, project-based teaching