家庭访视导向的《社区康复学》三阶融合实验教学改革与实践

Reform and Practice of Three-Stage Integrated Experimental Teaching in “Community Rehabilitation” Guided by Home Visits

摘要: 《社区康复学》实验教学是衔接康复理论与基层实践的核心环节，直接影响学生基层康复服务能力的培养质量。针对当前课程实验教学中家庭因素缺位、技能训练碎片化、场景与现实脱节、教学评价与能力导向偏离等问题，本文以成果导向教育(OBE)理念为指导，按照家庭访视标准化流程，构建“课前虚拟交互–课中情景模拟–课后实践拓展”三阶段递进式融合教学路径，并配套建立多元评价体系，以保障学习成果的有效达成。教学实践表明，该模式显著提升了学生的学习满意度、家庭访视实操能力、自主学习能力及社区康复职业认同感，有效破解传统实验教学困境，为《社区康复学》实验教学改革提供了可复制、可推广的实践范式，助力培养适配基层需求的高素质应用型康复人才。

Abstract: Experimental teaching in “Community Rehabilitation” serves as a pivotal link between rehabilitation theory and grassroots practice, directly influencing the quality of cultivating students’ abilities in grassroots rehabilitation services. Addressing issues such as the absence of family factors in current experimental teaching, fragmented skill training, a disconnect between scenarios and reality, and deviations in teaching evaluation from ability orientation, this paper is guided by the concept of Outcome-Based Education (OBE). Following a standardized home visitation process, it constructs a three-stage progressive integrated teaching path: “pre-class virtual interaction, in-class scenario simulation, and post-class practical expansion.” Additionally, a diversified evaluation system is established to ensure the effective achievement of learning outcomes. Teaching practice has shown that this model significantly enhances students’ learning satisfaction, practical ability in home visitation, autonomous learning ability, and professional identity in community rehabilitation. It effectively overcomes the difficulties of traditional experimental teaching, provides a replicable and scalable practical paradigm for the reform of experimental teaching in “Community Rehabilitation,” and aids in cultivating high-quality applied rehabilitation talents that meet grassroots needs.