抽象知识具象化 难点教学情境化——基于“氨基酸两性解离与等电点”的生物化学教学探索

Abstract Knowledge Concretization and Difficult Points Teaching Situationalization—A Biochemical Pedagogical Exploration Based on “Amino Acid Amphoteric Dissociation and Isoelectric Point”

摘要: 针对应用型本科院校学生在化学基础上薄弱、学习生物化学抽象理论容易产生畏难心理、学习倾向机械记忆的问题，本研究以“氨基酸两性解离及等电点”这个教学难点为切入点，探索构建“情境导入–类比具象–问题链驱动–思政升华”的一体化教学模式。教学中引入“白布染色与漂洗”的生活情境，类比不同pH值条件下氨基酸带电状态的变化，将微观的抽象内容与直观、可感知的生活经验相连；设计递进式问题链，为学生搭建认知阶梯，缩小思维逻辑的跨度，引导学生主动推导；同时将马克思主义哲学与中华优秀传统文化中的思政元素融入课堂，实现知识传授、能力培养与价值塑造的融合贯通。实践表明，该模式可以激发学生的学习兴趣，帮助其从被动记忆转为主动理解，显著提升课堂教学质量与育人效果，为生物化学等抽象理论课程的教学改革提供借鉴。

Abstract: This study focuses on common teaching challenges among application-oriented undergraduates, such as limited chemical background, fear of abstract biochemistry theories, and heavy dependence on rote learning. Taking the teaching challenge of “amphoteric dissociation and isoelectric point of amino acids” as an example, an integrated teaching model of “contextual introduction, analogical explanation, question-chain guidance, ideological and political elevation” was developed. In the classroom, the real-life scenarios of “dyeing and bleaching white cloth” are introduced to compare the amino acid charge changes under different pH conditions, thereby linking abstract microscopic ideas with relatable and tangible life experiences. A progressive question-chain was adopted to build cognitive scaffolding, reduce the thinking span and stimulate active reasoning. Meanwhile, ideological and political elements from Marxist philosophy and excellent traditional Chinese culture are integrated into the classroom to achieve the seamless integration of knowledge transmission, skill development, and value cultivation. Teaching practice indicates that this method stimulates students’ engagement, shifts learning from passive memorization toward active understanding, and significantly improves classroom teaching quality and educational outcomes. It thus provides practical insights for teaching reform in biochemistry and similar abstract theoretical courses.