细胞分化模型在细胞生物学实验教学中的应用与实践

生命活动包括细胞分化、生长、衰老、死亡等一系列变化,是一个连续发展的过程,而在当前的细胞生物学实验教学中,针对独立、单个知识点的实验设计仍占多数,这不利于学生系统、有机地理解生命现象。该研究以U-937细胞分化过程为对象,设计了3个相互联系的实验,分别为:(1)分化对细胞形态影响的观察;(2)分化对细胞周期影响的观察;(3)分化对细胞吞噬功能影响的观察。通过对实验结果的观察,学生发现分化后,(1)细胞由悬浮生长转变为贴壁生长,细胞形态由圆形变为不规则多边形,并伸出伪足;(2)细胞周期则会发生G1/S期阻滞,停留在G1期;(3)分化后的细胞对细菌的吞噬能力明显增强。该教学设计巧妙地将3个知识点有机整合在一起,旨在通过细胞分化这一生命现象,让学生深入理解细胞在发育成熟过程中形态学、分裂增殖及吞噬功能的变化,帮助学生充分理解生命活动是动态发展这一本质,且能很好地培养学生全面思考、分析及解决问题的能力,进而提升学生对教学实验的兴趣,发挥学习的主观能动性。

The Application and Practice of Cell Differentiation Model in Cell Biology Experiment Teaching

Life activities include a series of changes such as cell differentiation,growing,aging and death of cell.It is a continuous process of development.At present,in the experimental teaching of cell biology,experimental designs for independent and single knowledge points are still in the majority,which is not conductive to students’systematic and organic understanding of life phenomena.In this study,three interrelated experiments were designed to study the differentiation process of U-937 cells:(1)observation of the effect of differentiation on cell morphology;(2)observation of the effect of differentiation on cell cycle;(3)observation of the effect of differentiation on cell phagocytosis.Through the observation of the experimental results,students will find that after differentiation:(1)cell growth changes from suspension to adherence,cell morphology change from circular to ir-regular polygon,with extended pseudopodia;(2)cell cycle arrest occurs in G1/S phase,staying in G1 phase;(3)the phagocytosis ability of differentiated cells to bacteria is significantly enhanced.The purpose of this teaching design is to enable students to deeply understand the changes of morphology,division,proliferation and phagocytosis of cells in the process of development.It integrates the three knowledge points skillfully,so as to help students fully understand the essence that life is a dynamic process of development.In the process,it can cultivate students’ability to think,analyze and solve problems in an all-round way,enhancing students’interest in teaching experiments,and motivate their subjective initiative.