将课程思政理念融入专业课程是落实立德树人根本任务和全面推进课程育人的重要途径。本文根据课程思政的内涵要求和发展实际，结合实验室技能培训课程特点，从知识点、人与社会、故事、案例辨析、实验操作5个方面进行思政探索和实践。通过优化教学设计、创新教学方法和丰富教学内容，切实将社会主义核心价值观教育贯穿专业课教育全过程，为眼科学及分子医学专业课相关课程的思政教学和高质量人才培养提供了有价值的参考。

Integrating ideological and political concepts of the curriculum into the professional curricula is an important way to implement the fundamental task of cultivating people with morality and comprehensively promote the education of people through the curriculum. Based on the connotation requirements and actual development of the integration of ideological and political education throughout curriculum, considering the features of laboratory skills training courses, this paper explores ideological and political education in 5 aspects. The 5 aspects include knowledge points, humans and society, stories, case analysis, and experimental operation. By optimizing teaching design, innovating teaching methods, and enriching teaching contents, the education of socialist core values should be effectively carried out throughout the whole process of professional course education, which provides a valuable reference for the ideological and political teaching in ophthalmology and molecular medicine related courses and for the cultivation of high-quality talents.

将课程思政理念融入专业课程是落实立德树人根本任务和全面推进课程育人的重要途径。本文根据课程思政的内涵要求和发展实际，结合实验室技能培训课程特点，从知识点、人与社会、故事、案例辨析、实验操作5个方面进行思政探索和实践。通过优化教学设计、创新教学方法和丰富教学内容，切实将社会主义核心价值观教育贯穿专业课教育全过程，为眼科学及分子医学专业课相关课程的思政教学和高质量人才培养提供了有价值的参考。

Integrating ideological and political concepts of the curriculum into the professional curricula is an important way to implement the fundamental task of cultivating people with morality and comprehensively promote the education of people through the curriculum. Based on the connotation requirements and actual development of the integration of ideological and political education throughout curriculum, considering the features of laboratory skills training courses, this paper explores ideological and political education in 5 aspects. The 5 aspects include knowledge points, humans and society, stories, case analysis, and experimental operation. By optimizing teaching design, innovating teaching methods, and enriching teaching contents, the education of socialist core values should be effectively carried out throughout the whole process of professional course education, which provides a valuable reference for the ideological and political teaching in ophthalmology and molecular medicine related courses and for the cultivation of high-quality talents.

目的：调查中山大学中山眼科中心参加分子医学实验技能培训课程的研究生学员上课前的实验基础，为研究生实验技术课程的备课提供参考。方法：对2020年及2021年参加分子医学实验技能培训课程的博士和硕士研究生进行课前问卷调查。从理论知识和操作经验两方面对15个专题课程进行分析。结果：共155名学生完成问卷调查。在全部专业研究生中，25%以上学生对理论知识不了解的专题有14个，而仅有10%以下学生熟练操作的专题有6个；分子医学专业的优于前者，不了解和熟练掌握的专题个数分别是9和12。理论掌握程度最低的4个专题是细胞增殖、流式细胞、图像采集和组学分析。15个小专题整合成7个大专题，操作熟练程度由低到高依次是：眼科实验数据收集、组学技术、数据分析、细胞技术、蛋白技术、组织分析、分子技术。结论：新入学研究生存在分子医学实验技能基础理论知识薄弱以及科研训练不足等问题，迫切需要改善实验技能培训制度，深化课程体系建设。

Objective: To conduct a pre-course survey on the graduate students who participated in the Molecular Medicine Laboratory Skills Training Course in the Zhongshan Ophthalmic Center of Sun Yat-sen University to provide a reference for the preparation of the course. Methods: We asked the doctoral and master’s students who participated in the training courses of molecular medical experimental skills in 2020 and 2021 to take a pre-course questionnaire survey and analyzed the results by the students’ pre-course command of theoretical knowledge and pre-training operational experience in 15 lessons of special topics or techniques. Results: A total of 155 students completed the pre-course questionnaire survey. Our results showed that there were 14 lessons in which more than 25% of the students were not familiar with the theoretical knowledge, whereas there were 6 lessons in which less than 10% of the students had high operational proficiency. The students majoring in the molecular medicine had better prior knowledge of the techniques: there were only 9 lessons in which more than 25% of the students were not familiar with the theoretical knowledge, whereas there were 12 lessons in which less than 10% of the students had high operational proficiency. The four lessons with worst prior knowledge were cell proliferation, flow cytometry, image acquisition, and omics analyses. We grouped the 15 lessons into 7 categories: the ophthalmic experimental data collection, the omics technology, the data analyses, the cell technology, the protein technology, the tissue analyses, and the molecular technology, presenting by the level of the students’ pre-training proficiency from low to high. Conclusion: The first-year graduate students were very weak in basic knowledge and had little experience in techniques before joining the molecular medicine training courses. It is urgent to improve the laboratory skills training system and strengthen the construction of the curriculum system.