大学化学 >> 2026, Vol. 41 >> Issue (6): 64-71.doi: 10.12461/PKU.DXHX202508048

所属专题： 化学“101计划”案例

专题 上一篇    

案例牵引，前沿融入，思维建立——化学生物学视角下的生命过程教学设计

何薇薇1, 刘聪2, 许代超2, 王婧3, 孙敏1   

  1. 1 华东理工大学药学院, 生物反应器工程全国重点实验室, 上海市新药设计重点实验室, 上海 200237;
    2 中国科学院上海有机化学研究所, 生物与化学交叉研究中心, 上海 200032;
    3 中国科学院上海有机化学研究所, 生命过程小分子调控全国重点实验室, 上海 200032
  • 收稿日期:2025-08-15 录用日期:2025-10-09 发布日期:2026-06-18
  • 通讯作者: 何薇薇 E-mail:heweiwei@ecust.edu.cn Weiwei He
  • 基金资助:
    国家自然科学基金(22477026)

Case-driven, frontier-integrated, and mindset-building: instructional design for life processes from a chemical biology perspective

Weiwei He1, Cong Liu2, Daichao Xu2, Jing Wang3, Min Sun1   

  1. 1 State Key Laboratory of Bioreactor Engineering, Shanghai Key Laboratory of New Drug Design, School of Pharmacy, East China University of Science and Technology, Shanghai 200237, China;
    2 Interdisciplinary Research Center on Biology and Chemistry, Shanghai Institute of Organic Chemistry, Chinese Academy of Sciences, Shanghai 200032, China;
    3 State Key Laboratory of Chemical Biology, Shanghai Institute of Organic Chemistry, Chinese Academy of Sciences, Shanghai 200032, China
  • Received:2025-08-15 Accepted:2025-10-09 Published:2026-06-18
  • Contact: Weiwei He E-mail:heweiwei@ecust.edu.cn

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摘要： 传统遗传学基于中心法则揭示了蛋白质功能的基本框架，但许多复杂的生命调控过程并不完全由基因序列决定，中心法则难以全面阐释其机制。化学生物学通过小分子直接结合并调控生物大分子功能，提供了解码生命过程的全新研究范式。本文以“101计划”《化学生物学》教材第14章“生命过程的化学调控”为例，设计了一种以“细胞膜-细胞质-细胞核”为主线，由外向内的空间层级的教学框架，通过典型案例，系统展示化学生物学如何以“现象→机制→转化”为逻辑链条解码复杂生命过程。通过案例分析与拓展讨论，学生不仅夯实了核心知识点，还能建立从靶点识别到机制解析、从功能调控到疾病干预的化学生物学思维。

关键词: 化学“101计划”, 化学生物学, 教学设计

Abstract: Traditional genetics, based on the central dogma, has established the fundamental framework of protein function. However, numerous complex regulatory processes in living systems cannot be fully explained by genetic sequences alone, as the central dogma has limitations in elucidating their underlying mechanisms. Chemical biology provides a transformative research paradigm by employing small molecules to directly interact with and modulate biomacromolecules, thereby decoding intricate life processes. Using Chapter 14 (“Chemical Regulation of Life Processes”) from the “101 Plan” Chemical Biology textbook as an example, this study proposes an instructional framework structured along a spatial hierarchy from the extracellular to intracellular level (“cell membrane → cytoplasm → nucleus”). Through representative case studies, the framework systematically demonstrates how chemical biology deciphers complex biological processes following the logical progression of “phenomenon → mechanism → translation”. Case analyses and extended discussions enable students to not only consolidate core knowledge but also develop chemical biology thinking that spans target identification, mechanistic investigation, functional modulation, and therapeutic intervention.

Key words: Chemistry “101 Plan”, Chemical biology, Course design