“新医科”背景下课程思政与AI赋能的双螺旋教学模式构建研究

Constructing a Double-Helix Teaching Model Integrating Curriculum Ideology and Politics with AI Empowerment under the Background of “New Medicine”

摘要: 在“健康中国”战略与“新医科”建设背景下，对医学教育质量提出了更高要求，教育过程融合“价值塑造、知识传授、能力培养与创新引领”四个维度。当前医学教育存在课程思政元素碎片化、AI应用浅表化的突出问题，导致人才培养出现人文素养与技术能力割裂的“断腿”现象。为此，本研究基于建构主义理论、TPACK框架与形成性评价理念，创新性提出“思政–技术”双螺旋教学模型。该模型以医学专业知识为骨架，“思政链”与“技术链”为双螺旋，通过具体教学环节紧密连接，形成闭环培养机制。“思政链”采用“四级挖掘法”系统提取思政元素，借助AI实现精准匹配与场景模拟；“技术链”通过个性化知识管理、核心技能模拟训练、高阶思维决策支持三层级赋能，并融入思政浸润。该模型突破传统教育割裂困境，为医学教育改革提供可操作路径，助力培养德才兼备的新时代医学人才。

Abstract: Against the backdrop of the “Healthy China” strategy and the “New Medicine” construction, higher requirements are placed on the quality of medical education, which necessitates the integration of “value shaping, knowledge imparting, capability cultivation, and innovation leadership” into the educational process. Currently, medical education faces prominent issues such as the fragmentation of ideological and political elements in the curriculum and the superficial application of artificial intelligence (AI), leading to a disconnection between the cultivation of humanistic literacy and technical skills among students, manifesting as an “unbalanced development” phenomenon. To address these challenges, this study, based on constructivist theory, the Technological Pedagogical Content Knowledge (TPACK) framework, and formative assessment concepts, innovatively proposes a “Ideology-Technology” double-helix teaching model. This model uses professional medical knowledge as its backbone, with the “Ideology Chain” and the “Technology Chain” forming the double helix, closely interconnected through specific teaching links to establish a closed-loop training mechanism. The “Ideology Chain” adopts a “Four-Level Mining Method” to systematically extract ideological and political elements, leveraging AI for precise matching and scenario simulation. The “Technology Chain” empowers education through three tiers: personalized knowledge management, simulation training of core skills, and support for higher-order thinking decision-making, all while integrating ideological and political infiltration. This model breaks through the dilemma of disconnection in traditional education, provides an operable path for the reform of medical education, and contributes to cultivating medical talents with both professional competence and moral integrity for the new era.