元认知策略驱动的病理学PBL教学模式构建与应用研究

A Study on the Construction and Application of PBL Teaching Model of Pathology Driven by Metacognitive Strategies

摘要: 研究针对病理学教学中知识碎片化与临床迁移能力不足的问题，创新性地构建了元认知策略驱动的PBL混合教学模式(元认知-PBL三阶法)。通过课前元认知知识铺垫、课中病例分析与监控反思、课后知识迁移重构的三阶段闭环设计，将元认知理论与问题导向学习深度融合。以《肝硬化》章节为实践案例，采用分组协作、递进式问题引导及多模态证据交叉验证等方法，促进学生形成“病因–病理–临床”的系统化认知框架。该模式不仅强化了病理学与临床实践的衔接，更通过“计划–监控–反思”的元认知循环机制，培养了学生结构化知识整合与终身学习能力，为医学教育改革提供了可推广的实践范式。

Abstract: This study innovatively constructed a metacognitive strategy-driven PBL hybrid teaching model (metacognitive-PBL three-stage method) to address the problems of knowledge fragmentation and insufficient clinical transfer ability in pathology teaching. Through the three-stage closed-loop design of pre-course metacognitive knowledge padding, in-course case analysis and monitoring and reflection, and post-course knowledge transfer and reconstruction, metacognitive theory and problem-oriented learning were deeply integrated. Taking “Cirrhosis of the Liver” as a practical case study, we adopt the methods of group collaboration, progressive problem-guidance and multimodal evidence cross-validation to promote students to form a systematic cognitive framework of “etiology-pathology-clinical”. This model not only strengthens the connection between pathology and clinical practice, but also fosters students’ structured knowledge integration and lifelong learning ability through the metacognitive cycle of “planning-monitoring-reflection”, which provides a practical paradigm for medical education reform.