Citation: Weiwei He, Cong Liu, Daichao Xu, Jing Wang, Min Sun. Case-driven, frontier-integrated, and mindset-building: instructional design for life processes from a chemical biology perspective[J]. University Chemistry, ;2026, 41(6): 64-71. doi: 10.12461/PKU.DXHX202508048 shu

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

Weiwei He ^1,, ,
Cong Liu ² ,
Daichao Xu ² ,
Jing Wang ³ ,
Min Sun 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

Corresponding author: Weiwei He, heweiwei@ecust.edu.cn
Received Date: 15 August 2025
Revised Date: 9 October 2025

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.
- Chemistry “101 Plan”,
- Chemical biology,
- Course design
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