新医科背景下病理学“知识–人文–思政”三维融合教学模式构建

Constructing a Three-Dimensional Teaching Model for Pathology Integrating Knowledge, Humanities and Values Education in the Context of New Medical Education

摘要: 在新医科建设背景下，医学教育正由单一知识传授转向知识、能力、素养与价值协同培养。病理学作为连接基础医学与临床医学的重要桥梁课程，兼具理论性、实践性和临床关联性，蕴含医学人文教育与课程思政资源。针对当前病理学课程中知识教学与价值塑造分离、人文教育碎片化、思政融入表层化、评价方式单一化等问题，本文立足课程特点，在梳理相关研究基础上，提出“知识–人文–思政”三维融合教学模式。该模式以知识传授为主线，以人文浸润为纽带，以价值引领为导向，通过目标协同、内容重构、方法优化、场域拓展和评价闭环，构建“课前–课中–课后”衔接、“第一课堂–第二课堂”贯通的育人体系，以期为病理学课程改革提供参考。

Abstract: Against the backdrop of New Medical Education, medical training is shifting from a unidimensional focus on knowledge delivery toward the coordinated cultivation of knowledge, competence, professionalism, and values. As a core bridging discipline between basic and clinical medicine, pathology is uniquely positioned at the intersection of theoretical instruction, practical training, and clinical application, while also offering rich opportunities for medical humanities education and values-based curricular integration. However, current pathology teaching remains constrained by a persistent separation between knowledge instruction and value formation, fragmented delivery of humanities education, superficial incorporation of ideological and ethical elements, and overly limited assessment approaches. In response to these challenges, and grounded in both the disciplinary characteristics of pathology and a synthesis of relevant scholarship, we propose a three-dimensional teaching model integrating knowledge, humanities, and values education. In this framework, knowledge transmission serves as the central axis, humanities engagement functions as the connecting thread, and value guidance provides the orienting principle. Through the coordination of learning objectives, reconstruction of teaching content, optimization of pedagogical strategies, expansion of educational settings, and implementation of a closed-loop evaluation system, the model establishes an integrated educational pathway spanning pre-class, in-class, and post-class learning, while linking the first and second classroom. This approach is intended to provide a practical and conceptual reference for the reform of pathology education.