共查询到20条相似文献,搜索用时 109 毫秒
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本科的化学基础知识是生命科学专业的核心课程"生物化学"的重要基础.本文在对生物化学与大学化学知识的密切关系进行学理分析的基础上,对无机化学、有机化学、分析化学和物理化学四门课中与生物化学内容密切相关的知识点进行梳理和总结.以肽键、酶作用机制、蛋白质纯化为例,给出化学基础知识对生物化学知识点的关联性.借助第二课堂启迪学生... 相似文献
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李卫芳王秀海俞红云周丛照 《生命的化学》2015,(1):136-139
"生物化学与分子生物学实验"课程是高等学校生命科学学院本科生的专业基础课程,而学生实验成绩的评定是教学工作体系的关键环节,对学生的学习起着重要的指挥棒作用。本文以中国科学技术大学生命科学学院如何建设"生物化学与分子生物学实验"课程成绩评定体系为着眼点,探讨了以学生为本、提升实验教学效果的模式,以期有益于高校本科生各实验课程教学质量的提高。 相似文献
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生物化学研究生命的化学组成和化学变化等生命基本属性,是阐述生命奥秘的基本语言,是生命科学的基础学科。生物化学能否作为公选课?如果其作为公选课,又应包含哪些生物化学知识,如何讲授这些专业知识?本文从课程内容,教材选取以及授课方式等方面介绍了笔者在向非健康科学专业的学生开设《生物化学》公选课的实践和体会。笔者联系身边的生物化学现象讲解其中的基本生物化学原理,关注疾病发生和临床治疗中涉及的生物化学,整合本校生命和健康相关学科和最前沿的科学进展中涉及到的生物化学知识,极大地增强了学生对生物化学和生命科学的兴趣,有效提高了教学效果;并且为学生理解其它生命科学选修课程打下了良好的基础。这些策略和教学方法对于公选课和通识课,甚至专业课的教学实践,具有一定的参考价值。 相似文献
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生物化学作为医学、生命科学等专业学生必修的一门学科基础课程,理论性强、概念抽象、内容较多、逻辑关系复杂,是教学难度相对较大的一门课程。本文通过阐述在首堂课授课过程中,从任课教师如何塑造良好的自身形象,如何形象生动地引入生物化学的研究内容,如何通过展现生物化学的魅力来激发学生的学习热情和兴趣,如何使用巧妙的方法学好这门课程,以及如何将课程思政理念融入到生物化学课程中等诸多方面,探讨了在授课过程中的一些教学方法和实践,以期改变生物化学课堂不受学生喜爱的现状,为生物化学课程教学改革提供一些思路和参考。 相似文献
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Bell E 《Nature reviews. Molecular cell biology》2001,2(3):221-225
The changing landscape of education in biochemistry and molecular biology presents many challenges for the future, for students and educators alike. The exponential increase in knowledge, the genomics, proteomics and computing revolutions, and the merging of once separate fields in biology, chemistry, physics and mathematics, mean that we need to rethink how we should be preparing today's science undergraduates for the future. What do we need to change, and how will we implement it? 相似文献
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《生物化学》以生物体为对象,研究其生命的化学本质,是生命科学领域的核心课程。长期以来,由于生物化学课程知识点多、范围广和内容抽象,在一定程度上会影响学生学习的自信心,压抑其学习过程中的兴趣,致使学习的积极性不高。最近10~20年里,国外将科学(science)、技术学(technology)、工程学(engineering)及数学(mathematics)的教育与艺术学(arts),特别是与艺术学中的音乐结合实施教学,形成一种所谓的STEAM (STEM + Arts) 策略,对STEM教育进行辅助,取得了不错的效果。基于以上情况,结合国内生物化学教学实际,笔者尝试将生物化学歌曲应用于课堂教学过程中,辅助教学。生物化学歌曲可以将抽象难懂的生物化学知识转变成悦耳动听的歌曲,在教学过程中能激发学生的学习兴趣,活跃课堂气氛,使学生在学习过程中爱上生物化学;在生物化学歌曲的创作过程中,能促进学生的思考创新,内化重点难点,使深奥的问题形象化;在学习过程中用歌声展现生物化学的魅力,让知识成为有趣的知识,让其成为有趣的学习者。本文介绍了国内生物化学歌曲发展壮大历程,结合具体实例从利用生物化学歌曲引入教学、理解生物化学内容、密切联系生活三方面评论了生物化学歌曲在辅助生物化学教学中的应用,并从歌词的改编、旋律的选择、歌曲的传唱、教学的设计等方面需要注意的问题进行讨论。 相似文献
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PBL与图表相结合的教学法在《基础生物化学》课程教学中的初步实践 总被引:1,自引:0,他引:1
针对生物化学课程的特点,以改革当前传统的课堂讲授式教学模式作为突破口,采用基于问题学习(PBL)与图表结合的教学模式在《基础生物化学》中进行教学尝试。初步教学实践表明,通过PBL与图表教学法的互补结合,基本能克服《基础生物化学》教学活动中存在的两类矛盾,使传统的以"教"为主的教学模式,转变为以"学"与"教"相互平衡和促进的教学模式,使学生在掌握所学课程核心内容的同时又能获得学习方法、提高学习兴趣和学习主动性。 相似文献
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《生物化学与分子生物教育》2001,29(2):45-49
An understanding of physical chemistry principles enhances student understanding of biochemical phenomena; however, the application of these principles to biological examples is frequently missing in the standard undergraduate physical chemistry curriculum. The topics of protein folding and stability are based in thermodynamics and can serve as a vehicle for presenting essential thermodynamics in a context that is highly relevant to undergraduate biochemistry majors. The outline of a course that replaces the standard thermodynamics offering in physical chemistry is described. The protein folding literature is used to illustrate thermodynamic concepts in this course and students are expected to read and comprehend the assigned literature. The course is offered as a separate biophysical chemistry course for B.S. Biochemistry majors; however, elements of this course may be useful in crafting a more standard thermodynamics course for B.S. Chemistry majors in chemistry departments seeking to fulfill ACS guidelines for approved B.S. Chemistry majors. 相似文献
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NI Ju-Hua 《中国生物化学与分子生物学报》2021,36(12):1514-1518
The first class of a higher education course, in most cases, is an introduction that covers the learning goals, course overview, syllabus, and evaluation mode. The effectiveness of an introduction lecture is vital for students to develop an interest in the course. Biochemistry is the foundation of a vast array of scientific disciplines; therefore, it is a core course required for medical schools and life science majors. However, many students are often intimidated by the complex, intertwined metabolic pathways composed of a great variety of structurally diverse biomolecules. Well begun is half done: a good introduction is essential for the success of a course and this is particularly true for teaching of biochemistry. As an educator with over twenty years of teaching experience in biochemistry to students of biology, medicine, pharmacy, and nursing at Peking University, I have successfully enriched the introduction class with delightful biochemistry songs, multiple sources of educational materials, and biochemistry-related knowledge in medical humanities. These strategies and tips have proven effective, and I hope it can be enlightening and helpful to the teaching of biochemistry. 相似文献
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《Critical reviews in biochemistry and molecular biology》2013,48(4):310-326
How small can a macroscopic object be made without losing its intended function? Obviously, the smallest possible size is determined by the size of an atom, but it is not so obvious how many atoms are required to assemble an object so small, and yet that performs the same function as its macroscopic counterpart. In this review, we are concerned with objects of intermediate nature, lying between the microscopic and the macroscopic world. In physics and chemistry literature, this regime in-between is often called mesoscopic, and is known to bear interesting and counterintuitive features. After a brief introduction to the concept of mesoscopic systems from the perspective of physics, we discuss the functional aspects of mesoscopic architectures in cell biology, and supramolecular chemistry through many examples from the literature. We argue that the biochemistry of the cell is largely regulated by mesoscopic functional architectures; however, the significance of mesoscopic phenomena seems to be quite underappreciated in biological sciences. With this motivation, one of our main purposes here is to emphasize the critical role that mesoscopic structures play in cell biology and biochemistry. 相似文献
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Kalay Z 《Critical reviews in biochemistry and molecular biology》2011,46(4):310-326
How small can a macroscopic object be made without losing its intended function? Obviously, the smallest possible size is determined by the size of an atom, but it is not so obvious how many atoms are required to assemble an object so small, and yet that performs the same function as its macroscopic counterpart. In this review, we are concerned with objects of intermediate nature, lying between the microscopic and the macroscopic world. In physics and chemistry literature, this regime in-between is often called mesoscopic, and is known to bear interesting and counterintuitive features. After a brief introduction to the concept of mesoscopic systems from the perspective of physics, we discuss the functional aspects of mesoscopic architectures in cell biology, and supramolecular chemistry through many examples from the literature. We argue that the biochemistry of the cell is largely regulated by mesoscopic functional architectures; however, the significance of mesoscopic phenomena seems to be quite underappreciated in biological sciences. With this motivation, one of our main purposes here is to emphasize the critical role that mesoscopic structures play in cell biology and biochemistry. 相似文献
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Rochelle-Jan Reyes Nina Hosmane Shasta Ihorn Milo Johnson Anagha Kulkarni Jennifer Nelson Michael Savvides Duc Ta Ilmi Yoon Pleuni S. Pennings 《PLoS computational biology》2022,18(7)
Science students increasingly need programming and data science skills to be competitive in the modern workforce. However, at our university (San Francisco State University), until recently, almost no biology, biochemistry, and chemistry students (from here bio/chem students) completed a minor in computer science. To change this, a new minor in computing applications, which is informally known as the Promoting Inclusivity in Computing (PINC) minor, was established in 2016. Here, we present the lessons we learned from our experience in a set of 10 rules. The first 3 rules focus on setting up the program so that it interests students in biology, chemistry, and biochemistry. Rules 4 through 8 focus on how the classes of the program are taught to make them interesting for our students and to provide the students with the support they need. The last 2 rules are about what happens “behind the scenes” of running a program with many people from several departments involved. 相似文献