基于“微助教”平台的“三明治教学”在研究生中医经典课程中的应用研究

Application of the “Sandwich” Teaching Method Based on the “Micro Assistant” Platform in Postgraduate Classical Chinese Medicine Courses

摘要: 目的：本研究旨在系统探讨基于“微助教”平台的“三明治”教学法在研究生中医经典课程中的应用模式与实践效果，通过构建“技术增强的协作探究式学习”理论框架，填补现有研究中技术平台与教学法深度融合不足的缺口。方法：研究采用理论与实践相结合的方法，在系统梳理混合式学习、三明治教学法及移动教学平台国内外研究现状的基础上，构建了线上线下结合的混合式教学路径，并通过“微助教”平台实现全流程数字化管理。同时，针对实施过程中发现的挑战，设计了包括教师工作坊、学生自主学习培养体系和激励性评价机制在内的综合解决方案。结果：实践表明，该教学模式有效提升了学生的学习主动性和课堂参与深度，促进了中医经典理论向临床思维的转化。研究同时识别出三个关键挑战：学生自主学习能力差异、教师角色转变困难以及技术支持可持续性问题，并针对性地提出了具体可行的解决策略。结论：基于“微助教”平台的“三明治”教学法为研究生中医经典课程教学改革提供了创新路径，其理论与实践价值在于实现了技术平台与教学法的有机融合。未来推广需要建立制度化的支持体系，包括系统的师生培训机制和可持续的资源保障，从而推动中医药高等教育质量的持续提升。

Abstract: Objective: This study aims to systematically explore the application model and practical effectiveness of the “sandwich teaching method” based on the “Micro Teaching Assistant” platform in graduate-level traditional Chinese medicine classics courses. By constructing a theoretical framework for “technology-enhanced collaborative inquiry-based learning”, it addresses the existing gap in research where technological platforms and teaching methodologies are insufficiently integrated. Methods: Employing a combined theoretical and practical approach, the study systematically reviewed domestic and international research on blended learning, the sandwich teaching method, and mobile teaching platforms. This led to the development of a blended teaching pathway integrating online and offline components, with full-process digital management achieved through the “Micro Teaching Assistant” platform. Additionally, comprehensive solutions addressing implementation challenges were designed, including teacher workshops, a student self-directed learning cultivation system, and an incentive-based evaluation mechanism. Results: Practice demonstrated that this teaching model effectively enhanced students’ learning initiative and classroom engagement depth, facilitating the transformation of classical TCM theories into clinical thinking. The study also identified three key challenges: disparities in students’ self-directed learning abilities, difficulties in faculty role transition, and sustainability issues in technical support. Specific and feasible resolution strategies were proposed to address these challenges. Conclusion: The “sandwich” teaching method based on the “Micro Teaching Assistant” platform offers an innovative pathway for reforming postgraduate TCM classics courses. Its theoretical and practical value lies in achieving an organic integration of technological platforms and pedagogical approaches. Future implementation requires establishing institutionalized support systems, including systematic teacher-student training mechanisms and sustainable resource guarantees, thereby driving continuous improvement in the quality of TCM higher education.