学会用生化逻辑去理解和诠释代谢生物化学  

Using biochemical logic to understand and interpret Metabolic Biochemistry

作　　者：卢彦[1] 丁智[1] 杨荣武[1] LU Yan;DING Zhi;YANG Rongwu(School of Life Sciences,Nanjing University,Nanjing 210023,China)

机构地区：[1]南京大学生命科学学院,南京210023

出　　处：《生命的化学》2021年第7期1340-1343,共4页Chemistry of Life

基　　金：南京大学2020年本科教育教学改革项目(教改研究课题)。

摘　　要：生物化学包括结构生物化学(以下简称生化)、代谢生物化学和分子生物学,其中代谢生化是最富有挑战性的部分。不论教师还是学生,教好或者学好这一部分的内容都不容易。据我所知,不少老师在讲代谢的时候,就是按照PPT上的内容,走马观花地把每一步反应念出来。试想这样的代谢生化课谁会喜欢?笔者在多年的生物化学教学实践中发现,如果将生化逻辑引入这一部分的教和学,一方面会大大提高教学效果,另一方面还会大大激发学生的学习兴趣。本文就以糖酵解、三羧酸循环和磷酸戊糖途径为例,深入剖析它们各自的生化逻辑,希望对同行们的代谢生化教学有所帮助。Biochemistry includes Structural Biochemistry, Metabolic Biochemistry and Molecular Biology,of which Metabolic Biochemistry is the most challenging part. For either teacher or student, it is not easy to teach or learn the content of this part well. As far as I know, many teachers just follow the content of the PPT and read every step of the reaction when teaching metabolism. Nobody would like this kind of metabolism course. I have found from many years of Biochemistry teaching practice that if biochemical logic is introduced into this part of teaching and learning, on the one hand, the teaching effect will be greatly improved, on the other hand, it will also greatly stimulate students’ interest in learning. In this paper, I will take the three metabolic pathways of glycolysis, TCA cycle and phosphate pentose pathway as examples to analyze their respective biochemical logics. I hope that this will help fellow teachers with teaching Metabolic Biochemistry.

关 键 词：生化逻辑 代谢生化 糖酵解 三羧酸循环 

分 类 号：G642[文化科学—高等教育学] Q5-4[文化科学—教育学]