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本文引用的文献

1
An information hypothesis for the evolution of homeostasis.内稳状态进化的信息假说。
Trends Ecol Evol. 2013 May;28(5):283-9. doi: 10.1016/j.tree.2012.10.021. Epub 2012 Nov 19.
2
The core principles ("big ideas") of physiology: results of faculty surveys.生理学的核心原则(“大理念”):教师调查的结果。
Adv Physiol Educ. 2011 Dec;35(4):336-41. doi: 10.1152/advan.00004.2011.
3
The "core principles" of physiology: what should students understand?生理学的“核心原则”:学生应该理解什么?
Adv Physiol Educ. 2009 Mar;33(1):10-6. doi: 10.1152/advan.90139.2008.
4
From Claude Bernard to Walter Cannon. Emergence of the concept of homeostasis.从克洛德·贝尔纳到沃尔特·坎农。内稳态概念的出现。
Appetite. 2008 Nov;51(3):419-27. doi: 10.1016/j.appet.2008.06.005. Epub 2008 Jun 26.
5
Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop.生物科学中的概念评估:一场由美国国家科学基金会赞助的研讨会。
Adv Physiol Educ. 2007 Dec;31(4):389-91. doi: 10.1152/advan.00047.2007.
6
Homeostasis: beyond Curt Richter.内稳态:超越柯特·里希特
Appetite. 2007 Sep;49(2):388-98. doi: 10.1016/j.appet.2006.09.015. Epub 2007 Apr 5.
7
Homeostasis: a plea for a unified approach.内稳态:呼吁采用统一方法。
Adv Physiol Educ. 2004 Dec;28(1-4):180-7. doi: 10.1152/advan.00012.2004.

生理学家对稳态的看法。

A physiologist's view of homeostasis.

作者信息

Modell Harold, Cliff William, Michael Joel, McFarland Jenny, Wenderoth Mary Pat, Wright Ann

机构信息

Physiology Educational Research Consortium, Seattle, Washington;

Department of Biology, Niagara University, Niagara, New York;

出版信息

Adv Physiol Educ. 2015 Dec;39(4):259-66. doi: 10.1152/advan.00107.2015.

DOI:10.1152/advan.00107.2015
PMID:26628646
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4669363/
Abstract

Homeostasis is a core concept necessary for understanding the many regulatory mechanisms in physiology. Claude Bernard originally proposed the concept of the constancy of the "milieu interieur," but his discussion was rather abstract. Walter Cannon introduced the term "homeostasis" and expanded Bernard's notion of "constancy" of the internal environment in an explicit and concrete way. In the 1960s, homeostatic regulatory mechanisms in physiology began to be described as discrete processes following the application of engineering control system analysis to physiological systems. Unfortunately, many undergraduate texts continue to highlight abstract aspects of the concept rather than emphasizing a general model that can be specifically and comprehensively applied to all homeostatic mechanisms. As a result, students and instructors alike often fail to develop a clear, concise model with which to think about such systems. In this article, we present a standard model for homeostatic mechanisms to be used at the undergraduate level. We discuss common sources of confusion ("sticky points") that arise from inconsistencies in vocabulary and illustrations found in popular undergraduate texts. Finally, we propose a simplified model and vocabulary set for helping undergraduate students build effective mental models of homeostatic regulation in physiological systems.

摘要

稳态是理解生理学中众多调节机制所必需的核心概念。克劳德·贝尔纳最初提出了“内环境恒定”的概念,但他的论述较为抽象。沃尔特·坎农引入了“稳态”一词,并以明确而具体的方式扩展了贝尔纳关于内环境“恒定”的概念。在20世纪60年代,随着工程控制系统分析应用于生理系统,生理学中的稳态调节机制开始被描述为离散过程。不幸的是,许多本科教材仍然侧重于该概念的抽象方面,而不是强调一个能够具体且全面地应用于所有稳态机制的通用模型。因此,学生和教师常常难以构建一个清晰、简洁的模型来思考此类系统。在本文中,我们提出了一个供本科阶段使用的稳态机制标准模型。我们讨论了常见的混淆来源(“难点”),这些混淆源于流行本科教材中词汇和插图的不一致。最后,我们提出了一个简化模型和词汇集,以帮助本科生构建生理系统中稳态调节的有效思维模型。