Aristotle as an ichthyologist: Exploring Aegean fish diversity 2,400 years ago

In an attempt to trace the origins of the science of ichthyology, we studied Aristotle's zoological works (21 books in total), aiming to give an exhaustive catalogue of his fishes, suitable for use by modern marine biologists, and to evaluate the great philosopher's knowledge of fish biology. Our investigation yielded 135 ichthyonyms used to describe 109 individual fish taxa (13 fishes had multiple names) and 12 terms that corresponded either to fish developmental stages or behavioural patterns. Because of the variable amount of information given in the texts, 54 fishes were identified to species or genus level, 24 fishes to higher categories (family, order), 27 fishes could only be classified as Actinopterygii or Elasmobranchii, while four could not be classified at all. Among the most easily recognizable fishes were Lophius spp., Conger conger, Muraena helena, Anguilla anguilla and Mugil cephalus. The latter two and the tunas (Τhunnus spp.) were the most frequently recorded fishes. Aristotle's inquiry was not limited or focused on fish that were of human interest, but he also reported or described species that fascinated him by their peculiar life history. He was interested in a wide array of aspects of fish biology ranging from body structure and function, reproduction and development to fish feeding habits, migrations and diseases. As evidenced by his work, Aristotle should be considered the first ichthyologist, preoccupied with the zoological, scientific study of fish, and a review of his writings can prove useful for current ichthyological research.     

鱼类学课程建设的实践与思考

就《鱼类学》课程建设的实践进行了总结,介绍了教学内容、教学方法和教学手段的改革以及加强实践教学和建立一支高素质、高水平的教师队伍等,最后提出了设想。     

湿地科学专业“鱼类学”课程教学改革与实践

＂鱼类学＂课程是湿地科学本科专业的专业基础课,具有较强的专业性、实践性和综合性。传统单一的教学方法难以取得理想的教学效果。为了提高＂鱼类学＂的教学效果,可以依据专业特色,优化教学内容;通过改变传统教学方法,综合运用多种教学手段,强化学生的主体地位;将课堂学习与课外实践有机结合起来,培养学生对鱼类学的兴趣,增强其自主学习和创新能力。     

Charles Darwin, ichthyology and the species concept

This contribution presents the ichthyological writings of Charles Darwin (1809–1882), by periods, viz. ‘the years prior to the voyage of the Beagle’ (about 1825–1830); ‘the Beagle years’ (1831–1836); ‘from the return of the Beagle to the Foundation of Origin’ (1837–1844); and ‘the mature Darwin’ (1845–1882). Overall, this material covers 45 000 words penned by Darwin, but represents only 0.7% of his lifetime output of about 6 million words, indicating a limited interest in fish. However, this sample, briefly described here, but analysed in great detail in a forthcoming volume on Darwin's Fishes, allows drawing inferences on Darwin's working style that were missed in conventional biographies. On the other hand, it is suggested, based on a close reading of the 6^th (1876) edition of Origin, that Darwin was not particularly interested in the theoretical issues now associated with the species concept, nor indeed with other levels of the Linnean system.     

鱼类学实验课程教学改革与实践

为提高鱼类学实验课教学质量,根据大连海洋大学水产与生命学:鱼类学实验课教学历史和水产养殖学专业特点,从实验内容、教学方法等方面进行了改革与实践,并具体介绍了改革后鱼类学实验的3个阶段,即基础阶段、应用阶段及综合阶段。