基于注意力周期理论的高职病理学“分段互动”教学模式研究

A Study on the “Segmented-Interactive” Teaching Model of Pathology in Higher Vocational Education Based on Attention Cycle Theory

摘要: 针对高职病理学教学中学生注意力易分散、课堂参与度低的问题，本文基于注意力周期理论，借鉴BOPPPS教学模型的分段设计思路，构建了以“分段–互动–反馈”为特征的“分段互动”教学模式。该模式通过课堂时间的结构化分段设计、师生双轨互动机制的建立以及信息化技术的支撑，旨在降低学生认知负荷、维持注意力峰值、提升课堂参与效率。本文阐述了该模式的理论基础、设计框架及实施路径，为高职基础医学课程教学改革提供理论参考与实践思路。

Abstract: Addressing the issues of attention dispersion and low classroom participation in higher vocational pathology teaching, this paper constructs a “segmented-interactive” teaching model based on the attention cycle theory and drawing on the segmented design approach of the BOPPPS teaching model. This model features a “segmentation-interaction-feedback” framework. Through structured time segmentation design, the establishment of a teacher-student dual-track interaction mechanism, and the support of information technology, the model aims to reduce students’ cognitive load, sustain attention peaks, and enhance classroom participation efficiency. This paper elaborates on the theoretical basis, design framework, and implementation pathways of the model, providing theoretical references and practical ideas for the reform of basic medical courses in higher vocational education.